@article{Muthivhi_2014, title={Cultural-historical basis of literacy practices in TshiVenda-speaking South Africa’s primary classrooms}, volume={15}, url={https://tidsskrift.dk/outlines/article/view/19862}, DOI={10.7146/ocps.v15i3.19862}, abstractNote={<p>The study examines literacy practices within TshiVenda-speaking Grade One classroom in rural South African primary schooling to uncover the evolving cultural-historical processes of classroom teaching and learning that regulate children’s learning and development, including reading acquisition.</p><p>An experienced TshiVenda Grade One teacher was observed and subsequently interviewed on her approach to teaching reading.</p><p>The analysis reveals complex multi-layered instructional practices which the teacher embodies and enacts in the ‘here and now’ of her schooling and literacy instruction; oscillating between two contradictory, historically-embedded approaches to literacy instruction.</p>}, number={3}, journal={Outlines. Critical Practice Studies}, author={Muthivhi, Azwihangwisi Edward}, year={2014}, month={Dec.}, pages={79–96} }