Compiled and edited by Zosia Golebiowski
[Australian Review of Applied Linguistics 25:2] 2002
► pp. 49–58
Social literacies and students in tertiary settings
Lessons from South Africa
In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.