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[The author] uses some delightful examples to draw parallels between literacy programs in Australia and South Africa. She questions reporting and administrative requirements that take time from more important aspects of teaching such as training and professional development, often leaving teachers to rely on a deficient model. The author concludes that the way forward is to recognise the centrality of the social uses of literacy.
Published abstract reprinted by permission of the copyright owner.
Published: Springvale South, Victoria: Victorian Adult Literacy and Basic Education Council, 2010
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