Afrocentricity and decoloniality in disciplinarity: A reflective dialogue on academic literacy development

Abstract

This study explores a transformative method to revise an academic literacy study guide in a Humanities faculty in South Africa. The methodology includes a critical literature review, positioning the study within the framework of Gee's discourse theory and Lea and Street's academic literacy model. The researcher functioned as a research instrument, critically evaluating the practical reasons for the guide's revision and challenges prompting changes. The transformed text maintains its previous structure while adopting discourse, Afrocentric, and decolonial paradigms. Revisions aim to align with disciplinary discourses, critical thinking and to prepare students for nuanced literacies required in the Humanities. The inclusion of Afrocentric and decolonial paradigms involves introducing students to the origins of literacies in Africa, incorporating Indigenous Knowledge Systems, and utilising a Generative Artificial Intelligence (GenAI) narrative. The discussion reflects on the anticipated effectiveness of the guide and addresses potential challenges during future implementation.