Janks, H. (2014) Globalisation, diversity, and education: A South African perspective. The Educational Forum, 78(1), 8-25.

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dc.contributor.author Janks, Hilary
dc.date.accessioned 2015-07-24T09:41:46Z
dc.date.available 2015-07-24T09:41:46Z
dc.date.issued 2014
dc.identifier.citation Janks, H. (2014) Globalisation, diversity, and education: A South African perspective. The Educational Forum, 78(1), 8-25. doi: http://dx.doi.org/10.1080/00131725.2014.850981 en_ZA
dc.identifier.issn 0013-1725 (Print)
dc.identifier.issn 1938-8098 (Online)
dc.identifier.uri http://hdl.handle.net/10539/18123
dc.description.abstract In this article, literacy, which is conceived of as a set of cognitive skills, is juxtaposed with a sociocultural orientation that sees literacy as a set of social practices for the production of meaning. Cognitive, skills-based pedagogies treat literacy as universal, autonomous, and independent of context, whereas sociocultural literacy pedagogies focus on the production of socially situated meanings that are inclusive of diversity. I argue that current policy formulations of literacy in South African curriculum documents, which are based on deficit constructions of teachers and learners and organized around language and the communicative skills, is a pedagogy of despair. I offer a more hopeful, futures-oriented alternative. en_ZA
dc.language.iso en en_ZA
dc.subject Curriculum – South Africa en_ZA
dc.subject Diversity – South Africa en_ZA
dc.subject Literacy – South Africa en_ZA
dc.subject Social practice – South Africa en_ZA
dc.title Janks, H. (2014) Globalisation, diversity, and education: A South African perspective. The Educational Forum, 78(1), 8-25. en_ZA
dc.type Article en_ZA


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