This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African researchers focuses more on sociocultural and sociopolitical issues such as promoting a "reading culture," shaping language policy, and examining literacy as a local social practice. Increasingly, researchers advocate local, rather than western/northern, solutions to African problems in literacy development and instruction. However, African perspectives are nevertheless influenced by western perspectives and agendas, as a result of colonialism, postcolonialism, and globalisation. Hybrid solutions that combine western and African perspectives therefore may be important for literacy development in the region.