Women Literacy and Development 1st Edition by Anna Robinson Pant 0415322391 9780415322393

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ISBN 10: 0415322391 

ISBN 13: 9780415322393

Author: Anna Robinson Pant

Women’s literacy is often assumed to be the key to promoting better health, family planning and nutrition in the developing world. This has dominated much development research and has led to women’s literacy being promoted by governments and aid agencies as the key to improving the lives of poor families. High dropout rates from literacy programmes suggest that the assumed link between women’s literacy and development can be disputed. This book explores why women themselves want to learn to read and write and why, all too often, they decide that literacy classes are not for them. Bringing together the experiences of researchers, policy makers and practitioners working in more than a dozen countries, this edited volume presents alternative viewpoints on gender, development and literacy through detailed first-hand accounts. Rather than seeing literacy as a set of technical skills to be handed over in classrooms, these writers give new meaning to key terms such as ‘barriers’, ‘culture’, ’empowerment’ and ‘motivation’. Divided into three sections, this text examines new research approaches, a gendered perspective on literacy policy and programming, and implementation of literacy projects in African, Asian and South American contexts. With new insights and groundbreaking research, this collection will interest academics and professionals working in the fields of development, education and gender studies.

Table of contents:

Part I: Questioning women’s literacy: New research approaches
1: ‘The illiterate woman’: Changing approaches to researching women’s literacy
The dominant policy and research discourse on ‘the illiterate woman’
The challenge: issues around research methodology
Changing development paradigms
Policy and research directions in formal education for girls
Changing assumptions about literacy
Leaving ‘the illiterate woman’ behind
Notes
References

2: Distorted mirrors: (De)centring images of the ‘illiterate Indian village woman’ through ethnographic research narratives
Ethnographic research: reflecting women as objects of knowledge?
Developing the ‘illiterate woman’: imposing fantasy of self in dreams of (m)Other(s)
Ethnographic narratives: the politics of interpretation
Denunciation and annunciation: refuting denial of voice, visibility and agency
Preconceptions, prejudice and prejudgement: miming the route of how I could not ‘know’ her stories
Notes
References

3: Implications of the New Literacy Studies for researching women’s literacy programmes
Problems with current approaches
Some ethnographic accounts of women’s experience with literacy
A personal perspective
References

4: Creating the gender text: Literacy and discourse in rural El Salvador
Locating this text
Usulután
A sense of identity: different voices
A theoretical approach
Constructing identities
Space as a communication strategy
Negotiation within households
Knowledge constructs in the external world
Space and learning within female-headed households
Women–women networks: resource struggles and literacy exchanges
Conclusion
Women as creators
Notes
References

5: Qualitative methods in researching women’s literacy: A case study
Ethnographic methods
Literacy and social class
Women’s literacy practices
Conclusion
Notes
References

6: A self-reflexive analysis of power and positionality: Toward a transnational feminist praxis
Analytical framework
Representing multiplex subjectivity in research context
Three dimensions of power
Conclusion: toward a transnational feminist praxis
Acknowledgements
Notes
References

Part II: Identifying the issues: A gendered perspective on literacy policy and programming
Note

7: Functional literacy, gender and identities: Policy and practice
Functional literacy for work
Widening functional literacy to other aspects of life
Functional literacy and gender
Case studies of literacy and identities
Some issues arising
Notes
References

8: ‘Women are lions in dresses’: Negotiating gender relations in REFLECT learning circles in Lesotho
Theoretical framework
Gender relations in Lesotho
REFLECT
REFLECT circles in Lesotho
Establishing a gendered perspective
Seeing a gendered perspective
Negotiating a gendered perspective
REFLECT learning circles–fora for going beyond literacy
The limits of REFLECT learning circles
Conclusion
Notes
References

9: Closing the gap: Issues in gender-integrated training of adult literacy facilitators–possibilities, progress and resistance
The programmes
Theory and practice
Training methodology, purpose and structure
Who is trained?
Trainers
Childcare
Education, marriage and ‘security’
Language
Production of materials
Critical events
Conclusion
Notes
References

10: Women, literacy, development, and gender: A telling case involving an HIV-positive woman
The context
Gendering literacy provision
A ‘telling case’
Conclusion
Notes
References

Part III: Learning from experience
Note

11: ‘I will stay here until I die’: A critical analysis of the Muthande Literacy Programme
Participation
Learner-generated materials
Documentation of a unique programme
Local and multiple literacies
Literacy and identity
Amandala Kubantu Abadala
Conclusion
Note
References

12: ‘Literacy brought us to the forefront’: Literacy and empowering processes for Dalit community women in a Mumbai slum
Introduction
Women’s gendered position in Santosh Nagar
Literacy processes
Collective action
Conclusion
References

13: Functional participation? Questioning participatory attempts at reshaping African gender identities: The case of REFLECT in Uganda
Gender and REFLECT: tools and subtexts
Flaunting the ‘practical’ in search of the respectable?
Conclusion
Acknowledgements
Notes
References

14: ‘Out of school, now in the group’: Family politics and women’s il/literacy in the outskirts of Mexico City
Il/literate women with a past: families and girls’ access to schooling
Families and adult women’s access to literacy
‘Out of school, now in the group’: women attending literacy sessions in La Paloma, Mexico City
Family politics and women’s il/literacy
Acknowledgements
References

Afterword: Reading ethnographic research in a policy context
A new tapestry
Questions outstanding
New problems
Engaging with policy makers
The vision
References

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Tags: Anna Robinson Pant, Women, Literacy, Development