Pluralist perspectives of a literacy policy in the Western Cape Province
Date
2009-03
Authors
Jacobs, Anthea Hydi Maxine
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
This thesis explores pluralist perspectives on literacy in the context of the Literacy
and Numeracy (LITNUM) Strategy of the Western Cape Education Department. My
argument is that we need to move beyond functional or technical conceptions of
literacy towards a recognition of its transformative potential. That is, the concept of
literacy needs to be stretched to incorporate pluralist perspectives in order to achieve
developmental aspirations. Following a literature review approach, I construct three
constitutive meanings of literacy, namely “cognitive skills”, “social context” and
“development”, and I investigate how the LITNUM Strategy conforms to these
constitutive meanings of literacy. My finding is that LITNUM is based on a
constructivist learning theory. I caution that when understandings of learning theories
are viewed exclusively from one perspective, literacy becomes “compacted”, and we
miss out on important considerations of literacy and its transformative potential. I
show that LITNUM discusses several social contextual factors related to literacy; a
recognition of the impact of social issues on literacy. Regarding LITNUM’s concern
with development, I conclude that both functional and critical literacy as important
aspects of development are not sufficiently addressed. In a nutshell: LITNUM focuses
on technical skills, which need to be balanced with the notion that literacy is a social
act, and that it has the potential to transform societies. I propose a “literacy of
thoughtfulness”, based on compassion, love and care. This proposition forms the basis
for possible future research.
Description
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009.
Keywords
Constitutive meanings, Transformative potential, Dissertations -- Education policy studies, Theses -- Education policy studies