ERIC Number: EJ784191
Record Type: Journal
Publication Date: 2008-Feb
Primary School Literacy in Southern Africa: African Perspectives
Perry, Kristen H.
Comparative Education, v44 n1 p57-73 Feb 2008
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.
Descriptors: Language Planning, Language of Instruction, Foreign Countries, Literacy, Educational Research, Literacy Education, Educational Policy, Sociocultural Patterns, Trend Analysis, Elementary Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: South Africa