Towards a More Contextualised Conception of Literacy: the Case of South Africa
Year: 2025
Type: article
Abstract: Objective: The objective of this study is to investigate the concept of literacy as a fundamental human right, with the aim of analysing its role in fostering equity, sustainability, and socio-economic progress while interrogating Eurocentric conceptualisations and integrating Global South perspectives. Theoretical Framework: This research is grounded in the rights-based and development-oriented frameworks espoused by UNESCO, alongside theories of multiliteracies and translanguaging. These provide a foundation for understanding literacy's cultural, historical, and socio-economic dimensions, particularly in contexts like South Africa. Method: The study employs a qualitative literature review approach, synthesising global frameworks, declarations, and indigenous critiques. Key texts from UNESCO, the United Nations, and scholars such as Prinsloo (1999) and Guzula (2019) were analysed to uncover themes related to literacy's evolving definitions and applications. Results and Discussion: The findings reveal that while global frameworks prioritise literacy, their operationalised definitions often exclude culturally specific practices. Indigenous perspectives highlight the embeddedness of literacy in social and historical contexts, challenging dominant Eurocentric views. The study also underscores literacy’s role in achieving the Sustainable Development Goals, particularly Goal 4. Research Implications: The study provides practical and theoretical insights for policymakers and educators by advocating for pluralistic, contextually grounded literacy frameworks. This includes addressing multilingualism, cultural integrity, and accessibility in literacy initiatives. Originality/Value: This study contributes to the discourse by critically examining literacy from a Global South perspective, offering a more inclusive understanding that challenges universalist norms. Its focus on sustainability and equity underscores its relevance in advancing education and human rights globally.
Author: Simphiwe Mpho Zondani
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408182155