{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11854"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11854","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"A constrastive case study of orthodox and alternate adult literacy initiatives, as regards their assumptions about literacy, pedagogy, and curriculum","abstract":"The aim of this study was to investigate and contrast two sites of literacy tuition, the one being an orthodox night school, set-up and run according to departmental requirements, and the other, an innovative endeavour situated within the walls of the South African Museum. My concern was to examine how different constructs of what literacy is and how it should be taught manifested themselves in curricula, pedagogy, and organisation at the two sites. I used ethnographic-style methods to gather data at the two sites. From the perspective of orthodox literacy instruction, as it has developed in adult education, the emphasis in literacy instruction is on the transmission and acquisition of a set of skills, imparted to learners in order that they might 'become literate'.","abstract_html":"The aim of this study was to investigate and contrast two sites of literacy tuition, the one being an orthodox night school, set-up and run according to departmental requirements, and the other, an innovative endeavour situated within the walls of the South African Museum. My concern was to examine how different constructs of what literacy is and how it should be taught manifested themselves in curricula, pedagogy, and organisation at the two sites. I used ethnographic-style methods to gather data at the two sites. From the perspective of orthodox literacy instruction, as it has developed in adult education, the emphasis in literacy instruction is on the transmission and acquisition of a set of skills, imparted to learners in order that they might 'become literate'.","abstract_has_math":false,"creators":["Fine, Zelma"],"institution":"Centre for Applied Language and Literacy Studies and Services in Africa","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Prinsloo, Mastin"],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-22T22:23:17Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11854","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Prinsloo, Mastin"]},{"key":"dc:creator","label":"Author","values":["Fine, Zelma"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-10T06:37:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-10T06:37:52Z"]},{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Centre for Applied Language and Literacy Studies and Services in Africa"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/11854"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (p. 83-89)."]},{"key":"dc:description.abstract","label":"Abstract","values":["The aim of this study was to investigate and contrast two sites of literacy tuition, the one being an orthodox night school, set-up and run according to departmental requirements, and the other, an innovative endeavour situated within the walls of the South African Museum. My concern was to examine how different constructs of what literacy is and how it should be taught manifested themselves in curricula, pedagogy, and organisation at the two sites. I used ethnographic-style methods to gather data at the two sites. From the perspective of orthodox literacy instruction, as it has developed in adult education, the emphasis in literacy instruction is on the transmission and acquisition of a set of skills, imparted to learners in order that they might 'become literate'."]},{"key":"dc:title","label":"Title","values":["A constrastive case study of orthodox and alternate adult literacy initiatives, as regards their assumptions about literacy, pedagogy, and curriculum"]}]}],"canonical_facts":{"dc:contributor.advisor":["Prinsloo, Mastin"],"dc:creator":["Fine, Zelma"],"dc:date.accessioned":["2015-01-10T06:37:52Z"],"dc:date.available":["2015-01-10T06:37:52Z"],"dc:date.issued":["2009"],"dc:description":["Includes bibliographical references (p. 83-89)."],"dc:description.abstract":["The aim of this study was to investigate and contrast two sites of literacy tuition, the one being an orthodox night school, set-up and run according to departmental requirements, and the other, an innovative endeavour situated within the walls of the South African Museum. My concern was to examine how different constructs of what literacy is and how it should be taught manifested themselves in curricula, pedagogy, and organisation at the two sites. I used ethnographic-style methods to gather data at the two sites. From the perspective of orthodox literacy instruction, as it has developed in adult education, the emphasis in literacy instruction is on the transmission and acquisition of a set of skills, imparted to learners in order that they might 'become literate'."],"dc:identifier.uri":["http://hdl.handle.net/11427/11854"],"dc:language.iso":["eng"],"dc:publisher.department":["Centre for Applied Language and Literacy Studies and Services in Africa"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["A constrastive case study of orthodox and alternate adult literacy initiatives, as regards their assumptions about literacy, pedagogy, and curriculum"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:17Z"}