Prinsloo, J. and Janks, H. (2002) Critical literacy in South Africa: possibilities and constraints in 2002. English Teaching: Practice and Critique, 1 (1). pp. 20-38. ISSN 1175-8708
Official URL: http://education.waikato.ac.nz/research/files/etpc...
This article examines the Curriculum documents produced in South Africa since the election of a democratic government in 1994 in order to consider the possibilities they create for the inclusion of critical literacy in the teaching of home languages. This discussion is set against an analysis of the apartheid curriculum documents prior to 1994 and a consideration of the ongoing inequalities in the provision of human and material resources across the system. Despite real constraints with regard to implementation, it is argued that the new Curriculum effects a significant break with the past and makes a positive contribution to transforming language education.
|Additional Information:||This article has been included with the kind permission of the editor of English Teaching: Practice and Critique, whose journal homepage can be found at: http://education.waikato.ac.nz/research/journal/index.php?id=1|
|Uncontrolled Keywords:||critical literacy; literacy; curriculum development; language education; South Africa; education|
|Subjects:||Y Unknown > Subjects to be assigned|
|Divisions:||Faculty > Faculty of Humanities > Journalism and Media Studies|
|Deposited By:||INVALID USER|
|Deposited On:||30 Aug 2007|
|Last Modified:||06 Jan 2012 16:19|
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