Social literacies and students in tertiary settings

Lessons from South Africa

Zannie Bock | University of the Western Cape

David H. Gough | Christchurch Polytechnic

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.

Published online: 01 January 2002
https://doi.org/10.1075/aral.25.2.05boc

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