The politics of space in South African writing centres: whose knowledge is centred?

Abstract

This article examines South African university writing centres as contested spaces where language, knowledge, and power intersect. Drawing on Lefebvre’s spatial triad and decolonial theory, the article explores how the material layout, institutional messaging, and everyday practices within these centres either challenge or reproduce epistemic hierarchies, often privileging English and Western academic norms while marginalising local languages and alternative ways of knowing. Employing a reflective practitioner research approach, this study used spatial ethnography, discourse and visual analysis, and semi-structured interviews with students. The findings reveal that while the perceived and conceived dimensions of writing centre spaces largely uphold colonial logics, the lived space concurrently fosters moments of resistance, hybridity, and creativity. Specifically, students and tutors challenge dominant norms through translanguaging, code-switching, and the integration of indigenous knowledge systems. These practices accentuate the transformative potential of writing centres as sites of epistemic justice. The article concludes by offering context-specific strategies for reimagining writing centre spaces, tutor training, and multilingual practices to promote greater inclusion and decolonial transformation in postcolonial higher education. Though situated in the South African context, its insights are applicable to other multilingual and postcolonial settings globally.