ERIC Number: EJ867447
Record Type: Journal
Publication Date: 2009-Sep
Abstractor: As Provided
Reference Count: N/A
Rethinking Academic Literacy for Educators: Towards a Relevant Pedagogy
Mgqwashu, Emmanuel M.
Perspectives in Education, v27 n3 p215-227 Sep 2009
Even though South African institutions of higher learning have an open door policy and all students across racial lines can study anywhere they like, very few currently stand a chance of achieving their goals of further education and professional careers. Drawing on research findings, it seems to me that as teacher educators we are faced with a challenge to undo school classroom practices that evolved in western education systems to reward the elite and marginalise the majority. I intend to demonstrate ways in which the Faculty of Education at the University of the Witwatersrand designed a course and implemented strategies to redress this educational inequality. I used Grounded Theory as the research methodology and documentary evidence (in the form of module content) as the research instrument. By means of the research findings, I illustrate the value in focusing squarely on teaching all students in a class to read and write the texts expected of their level and area of study, as part of everyday teaching practice. Research findings indicate that genre pedagogy has the potential to facilitate epistemological access relevant to student teachers.
Descriptors: Grounded Theory, Equal Education, Adult Education, Educational Change, Teaching Methods, Educational Strategies, Instructional Design, Educational Practices, Teacher Education Programs, Relevance (Education), Literacy, Foreign Countries, Teacher Educators
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: firstname.lastname@example.org; Web site: http://journals.sabinet.co.za/pie/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: South Africa