ABSTRACT
One view of an interconnected world has been that there are common languages through which all countries can communicate. In African countries these languages have tended to be the former colonial languages, which remain as the language of instruction from primary school to university for most countries. African scholars have been engaging in research studies about utilizing Indigenous languages as the language of instruction for the past 50 years. This chapter considers global literacies from the perspective of post-colonial countries that are beginning to assert their languages as valid conveyors of literacy as we enter the second decade of the 21st century. Providing a voice for work that is being done by African scholars, this chapter considers the issue of who decides what constitutes legitimate literacy in the global context and how African countries can contribute to global literacies.
