'n Histories-opvoedkundige rekonstruksie van die geletterdheid van die Suid-Afrikaanse bevolking : 'n eerste kartering

Charl C Wolhuter

doi:10.15700/saje.v38n2

Abstract

Historico-educational reconstruction of the literacy of the South African population: a first mapping. The aim in this paper was to map the outlines of the history of the literacy of the South African population, from census material and from the few existing studies, as a basis for further research on the history of literacy in South Africa. The problem of defining and measuring literacy is discussed. Areas of main emphases in international history of education research on literacy are identified, and the research apparatus available for the reconstruction of the literacy history of South Africa is surveyed. This is followed by mapping the outlines of the history of the literacy of South Africa's population. In conclusion, and in the light of the foci in international history of education research on literacy, the following recommendations are made for further research on the theme, using the identified available research apparatus. There is a need for research that will complete the picture on progress in the history of literacy of the South African population; for investigations into the causes/determinants/correlates of literacy in South Africa and for research on the relationship between literacy in South Africa and industrialisation, economic growth, modernisation, cognitive development, and the development of political consciousness. Out of these studies, guidelines for combatting the illiteracy that still exists in South Africa could then be ed. (South African Journal of Education: 2002 22(2): 125-131)

Highlights

The aim in this paper is to map the outlines of the history of the literacy of South Africa’s population, mainly from census material and from the few existing studies; as a basis for further research on the history of literacy in South Africa
There are two main criticisms that could be leveled against the obvious definition of literacy, namely that “a literate person is somebody who can read and write”
The criticism is that such a definition does not specify the point on the continuum where a person qualifies as being literate

Summary

Introduction

The following research apparatus is available for the reconstruction of the history of literacy in South Africa: census data; school enrolment statistics; signatures in marriage registers; deeds of property transfers; legal documents (wills, contracts, etc.) and petitions; indications of literacy in official documents (official diaries, estate inventories, auction rolls, reports of court proceedings; Constitutions and Acts); travel journals; contents and circulation figures of newspapers and the extent of library services. Summary In spite of its prominence on the education-political agenda, literacy in South Africa has not yet attracted much attention from researchers in the field of History of Education. A degree of almost universal adult literacy seems to have been reached by whites in Natal since their occupancy of this area in the early nineteenth century. No census data are available as to the literacy levels of blacks in nineteenth century Natal.

Results

Conclusion