This article reports on a study of pre-service teachers’ literacy narratives
in a South African institution of higher learning. Literacy self-narratives of
57 students were collected and analysed for categories and themes under narrator
and sponsor identities through the use of AtlasTi software. The results of
the study show the role of historical, cultural and political contexts in shaping
literacy identities of student teachers. The results also show huge disparities of
literacy experiences among different racial and gender groupings, which highlight
social and educational opportunities. Using New literacies and
Multiliteracies frameworks, I consider how these literacy challenges may be
transformed to facilitate a just and equitable society. Particular implications of
the students’ constructions of literacy identities are considered at the end of the
The low literacy levels achieved by deaf children are of ongoing concern for
educators and researchers alike. This study aims to further enhance understanding of
issues that might impact on children’s literacy learning ...
According to the Policy on Minimum Requirements for Teacher Education Qualifications (2011),
the acquisition of academic literacies lays the foundation for effective learning in higher education.
However, one of the major ...
It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions ...