Education in Africa 
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| Title: | Literacy, Migrancy and Disrupted Domesticity: Khayelitshan Ways of Knowing |
| Authors: | Mpoyiya, Phumza Prinsloo, Mastin |
| Year: | 1996 |
| Periodical: | Social Dynamics |
| Volume: | 22 |
| Issue: | 1 |
| Period: | Winter |
| Pages: | 72-96 |
| Language: | English |
| Geographic term: | South Africa |
| Subjects: | townships adult education literacy Peoples of Africa (Ethnic Groups) Urbanization and Migration Education and Oral Traditions |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/02533959608458602 |
| Abstract: | Through a series of interviews with people living in Khayelitsha, Cape Town, South Africa, the authors came across different experiences of schooling, different understandings of being educated, and context-specific encounters with literacy. Literacy is not a homogeneous and autonomous technology with neutral and universal value for these people. In this article the authors examine the accounts, from mainly older people in Khayelitsha, of their schooling, childhood and entry into adulthood, and contrast this with current perceptions of schooling and literacy. They interpret the hybridized attitudes to literacy, schooling, family and religion that characterize older people's narratives, relating these comparatively to the stereotyped assumptions concerning so-called illiterates, on the one hand, and the social power of schooling, on the other. For all the people involved in the study it is inappropriate to assume they will share adult educators' assessments of their being 'in need' of literacy. It is necessary for individuals to internalize others' conception of them being 'in deficit' before they will present themselves to adult night schools, as presently constituted. Bibliogr., notes. |
