Exploring the literacy and language practices of student-teachers at a south ffrican university: a stance-taking analysis
| dc.contributor.author | Strauss Stuart Garfield | |
| dc.date.accessioned | 2025-09-11T11:38:14Z | |
| dc.date.available | 2025-09-11T11:38:14Z | |
| dc.date.issued | 2024 | |
| dc.description.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. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20896 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | literacy practices | |
| dc.subject | Higher Education | |
| dc.subject | stance-taking | |
| dc.subject | multilingual | |
| dc.subject | translanguaging | |
| dc.title | Exploring the literacy and language practices of student-teachers at a south ffrican university: a stance-taking analysis | |
| dc.type | Thesis |