ABSTRACT
This chapter seeks to reconfigure conceptions of literacy practices and literacy education through the posthuman concept of hauntology (Barad 2010, 2014, 2017). Since hauntology implies that different time periods with their histories, memories, emotions, and yearnings are infused into and entangled with one another, literacy education needs to take these into account. Thus time and space are crucial aspects of literacy practices and literacy education. The chapter uses the South African example of the Thebuwa literacy project—in which additional language students moved from silence to speech and unstoppable creativity—to illustrate this approach.
