Despite improvements in educational provision in South Africa since 1994, the opportunities for learners from historically under-resourced schools to gain access to powerful English resources remain limited and unequal (Prinsloo 2012). In this article I will provide a detailed description of literacy practices in a township high school in Cape Town, specifically of the orientations to text that are made available to learners. I will draw on feminist poststructuralist theory, in which the subject is theorised as constructed and contested in language to construct difference. The analysis of classroom discourse and text-based tasks shows that the orientations to reading that were offered were characterised by a focus on the surface meaning of the texts and by an absence of critical engagement, despite the latter being required in the new Curriculum and Assessment Policy Statement. The analysis reveals how the power dynamics of our racialised past and dominant ideologies about gender, class and race continue to define teaching in our classrooms in ways that limit access to the English resources that learners in under-resourced schools need for academic success.

中文翻译：

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我们正在教授批判性扫盲吗？乡镇教室的阅读习惯

尽管自1994年以来南非的教育条件有所改善，但历史上资源贫乏的学校的学习者获得强大英语资源的机会仍然有限且不平等（Prinsloo 2012）。在本文中，我将详细介绍开普敦市镇高中的扫盲实践，尤其是向学习者提供的文字介绍。我将借鉴女权主义的后结构主义理论，在该理论中，对主体进行了理论建构，并在语言上进行了争论以建构差异。对课堂话语和基于文本的任务的分析表明，所提供的阅读方向的特点是侧重于文本的表面含义，并且缺乏批判性的投入，尽管新的课程和评估政策声明中要求使用后者。分析揭示了我们种族化的过去以及关于性别，阶级和种族的主流意识形态的力量动态如何继续限制教室中的教学，从而限制了资源贫乏学校的学习者获得学术成功所需的英语资源。