Exploring the literacy and language practices of student-teachers at a south ffrican university: a stance-taking analysis
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Date
2024
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Publisher
University of the Western Cape
Abstract
Before the advent of colonial imposition, the life of Africans operated on highly regarded cultural values where the educational processes were largely structured without concerns
relating to time and space. Education formed the basis for confronting life-sustaining challenges such as food production, shelter and clothing. Central to education in Africa was
the relationship with society in general, which brought about interaction with elders, with nature and in many cases, with ancestors and divine beings. The colonial impact, particularly
in the twentieth century, infiltrated this self-sufficient African context and enforced a system of formal education in which the history, culture and religion of the colonialists informed the
curricula of African learners. In transforming the African education system, colonial forces introduced churches and Christianity, which to a large extent alienated African youth from their
traditions and cultural practices. Colonialism can therefore be perceived as the process of a colonised people forfeiting their power and consequently being governed by a foreign entity,
which forces its citizens to take on a subservient role in the country of their birth.
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Keywords
literacy practices, Higher Education, stance-taking, multilingual, translanguaging