Agency, Creativity, Access and Activism: Literacy Education in Post-Apartheid South Africa

By Pippa Stein and Denise Newfield.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Crucial aspects of Multiliteracies lie in its focus on multimodality, creativity and culture, especially the intersection between local and global cultures.

International Journal of Learning, Volume 8. Article: Print (Spiral Bound), ISBN: 1863354360. Article: Electronic (PDF File; 705.266KB), ISBN: 1863354379.

Dr Pippa Stein

Pippa Stein is a Senior Lecturer in English Language and Literacy Education in the School of Literature and Language Studies at the University of the Witwatersrand, Johannesburg. Her research interests are in the areas of New Literacy Studies, Multiliteracies, multimodality and social semiotics in relation to teaching literacy in contexts of cultural and linguistic diversity. She has published in the TESOL Quarterly, the Harvard Educational Review, Journal of Early Childhood Literacy and has chapters in Cope,B. and Kalantzis, M. (Eds) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures,and Beck.S.W. and Olah L.N.(Eds) (2001) Perspectives on Language and Literacy: Beyond the Here and Now Harvard Educational Review Reprint Series. She is currently the recipient of a Spencer Foundation Research Grant investigating home, street, school and community literacy practices amongst young children from poor families in urban and rural settings.

Dr. Denise Newfield

Denise Newfield is senior lecturer in the School of Literature and Language Studies at the University of the Witwatersrand in Johannesburg. She developed and leads the interdisciplinary Masters in English Education programme and has been instrumental in setting up Media Studies as an undergraduate programme. Her main research interests are teacher education, curriculum development, literature teaching and learning, multiliteracies and the implementation of multimodal pedagogies in teaching and learning in historically disadvantaged schools and at tertiary institutions.

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