English Literacy and Social Justice in School
Post-1994 education policy reconceptualized and restructured the South African education system in an effort to reduce the historic inequities, especially in schooling. Yet the provision of schooling remains sharply divided and education policy implementation is problematic. Assessing what social justice amounts to in terms of what the curriculum delivers is a challenge. I believe that learners’ literacy levels are important measures of educational achievement. Further, that literacy in English can be an indicator of whether educational and social justice policy aims are being met, because English is the language of power in South Africa. My paper provides empirical evidence of Grade 7 learners’ writing in four differently resourced schools
Monica Hendricks (South Africa)
Doctoral student at Witwatersrand University
Academic Development in the Education
After being a high school teacher of English as an additional language for about 11 years, I began working at university with adult students with academic literacy difficulties. At present I am engaged in doctoral research into school learners’ writing in additional languages, English, Afrikaans and isiXhosa.
(30 min. Conference Paper, English)