摘要：I discuss here part of my larger study which investigated what San students and their non-San friends in a Remote Area Dweller (RAD) Junior Secondary School in Botswana understand as literacy in school and at home. A narrative case study approach was used to gain an in-depth understanding of what students’ value and understand by literacy. Findings across participants’ stories revealed that they saw literacy as those things that had value to them and these influenced how they read ‘the word’ and ‘the world’. Storytelling, games, singing, knowledge of different plants, basket weaving and sculpting were variously identified as literacy by the six San and Tswana participants.
