{"title":"作为非殖民化纽带的多元文学学习环境——南非大学文学课程的非殖民化教学设计","authors":"Grant Andrews, Maria Prozesky, I. Fouché","doi":"10.1080/18125441.2020.1800806","DOIUrl":null,"url":null,"abstract":"Abstract In higher education institutions in South Africa, educators working in the fields of language and academic literacy need to be sensitive and responsive to the linguistic and cultural diversity of the student body, and traditional pedagogical approaches are often inappropriate to meet the needs of students and of the wider call to decolonise higher education. As a group of lecturers working at the University of the Witwatersrand’s School of Education in Johannesburg, South Africa, we worked to respond to this context by designing a literacies course that was underpinned by a decolonial and social practices approach to literacy. Using critical reflection as a research method, this article traces our theoretical grounding in designing this course, including New Literacies Studies (NLS), community cultural wealth, and theories in indigenous studies, such as cultural interface theory. This article further demonstrates how we applied this theoretical framework through introducing practical activities that could be used to develop situated literacies and that tapped into the community cultural wealth that students bring to the classroom. We discuss four formative and summative assessment elements that were central to the course, namely online assessments, portfolio tasks, an argumentative essay, and what we termed the triad project, to illustrate how the decolonial approach informed our curriculum design and pedagogy. Our approach allowed us to explore new forms of assessment which opened space for students’ home languages, literacy practices, and identities to become valuable elements of teaching and learning.","PeriodicalId":41487,"journal":{"name":"Scrutiny2-Issues in English Studies in Southern Africa","volume":"25 1","pages":"64 - 85"},"PeriodicalIF":0.1000,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18125441.2020.1800806","citationCount":"0","resultStr":"{\"title\":\"The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University\",\"authors\":\"Grant Andrews, Maria Prozesky, I. Fouché\",\"doi\":\"10.1080/18125441.2020.1800806\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract In higher education institutions in South Africa, educators working in the fields of language and academic literacy need to be sensitive and responsive to the linguistic and cultural diversity of the student body, and traditional pedagogical approaches are often inappropriate to meet the needs of students and of the wider call to decolonise higher education. As a group of lecturers working at the University of the Witwatersrand’s School of Education in Johannesburg, South Africa, we worked to respond to this context by designing a literacies course that was underpinned by a decolonial and social practices approach to literacy. Using critical reflection as a research method, this article traces our theoretical grounding in designing this course, including New Literacies Studies (NLS), community cultural wealth, and theories in indigenous studies, such as cultural interface theory. This article further demonstrates how we applied this theoretical framework through introducing practical activities that could be used to develop situated literacies and that tapped into the community cultural wealth that students bring to the classroom. We discuss four formative and summative assessment elements that were central to the course, namely online assessments, portfolio tasks, an argumentative essay, and what we termed the triad project, to illustrate how the decolonial approach informed our curriculum design and pedagogy. Our approach allowed us to explore new forms of assessment which opened space for students’ home languages, literacy practices, and identities to become valuable elements of teaching and learning.\",\"PeriodicalId\":41487,\"journal\":{\"name\":\"Scrutiny2-Issues in English Studies in Southern Africa\",\"volume\":\"25 1\",\"pages\":\"64 - 85\"},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2020-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/18125441.2020.1800806\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Scrutiny2-Issues in English Studies in Southern Africa\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18125441.2020.1800806\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LITERATURE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scrutiny2-Issues in English Studies in Southern Africa","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18125441.2020.1800806","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LITERATURE","Score":null,"Total":0}
The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University
Abstract In higher education institutions in South Africa, educators working in the fields of language and academic literacy need to be sensitive and responsive to the linguistic and cultural diversity of the student body, and traditional pedagogical approaches are often inappropriate to meet the needs of students and of the wider call to decolonise higher education. As a group of lecturers working at the University of the Witwatersrand’s School of Education in Johannesburg, South Africa, we worked to respond to this context by designing a literacies course that was underpinned by a decolonial and social practices approach to literacy. Using critical reflection as a research method, this article traces our theoretical grounding in designing this course, including New Literacies Studies (NLS), community cultural wealth, and theories in indigenous studies, such as cultural interface theory. This article further demonstrates how we applied this theoretical framework through introducing practical activities that could be used to develop situated literacies and that tapped into the community cultural wealth that students bring to the classroom. We discuss four formative and summative assessment elements that were central to the course, namely online assessments, portfolio tasks, an argumentative essay, and what we termed the triad project, to illustrate how the decolonial approach informed our curriculum design and pedagogy. Our approach allowed us to explore new forms of assessment which opened space for students’ home languages, literacy practices, and identities to become valuable elements of teaching and learning.
期刊介绍:
scrutiny2 is a double blind peer-reviewed journal that publishes original manuscripts on theoretical and practical concerns in English literary studies in southern Africa, particularly tertiary education. Uniquely southern African approaches to southern African concerns are sought, although manuscripts of a more general nature will be considered. The journal is aimed at an audience of specialists in English literary studies. While the dominant form of manuscripts published will be the scholarly article, the journal will also publish poetry, as well as other forms of writing such as the essay, review essay, conference report and polemical position piece. This journal is accredited with the South African Department of Higher Education and Training.