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Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries?

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Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries? / Papen, Uta.
In: International Journal of Educational Development, Vol. 25, No. 1, 01.2005, p. 5-17.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Papen, U 2005, 'Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries?', International Journal of Educational Development, vol. 25, no. 1, pp. 5-17. https://doi.org/10.1016/j.ijedudev.2004.05.001

APA

Papen, U. (2005). Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries? International Journal of Educational Development, 25(1), 5-17. https://doi.org/10.1016/j.ijedudev.2004.05.001

Vancouver

Papen U. Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries? International Journal of Educational Development. 2005 Jan;25(1):5-17. doi: 10.1016/j.ijedudev.2004.05.001

Author

Papen, Uta. / Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries?. In: International Journal of Educational Development. 2005 ; Vol. 25, No. 1. pp. 5-17.

Bibtex

@article{9b9baf45bcd941c083f9cec7bed81056,
title = "Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries?",
abstract = "This paper is concerned with the implications of a social view of literacy for the policy and practice of adult literacy. Taking the example of a recent literacy project in South Africa and comparing this with the author's own ethnographic research among learners from the National Literacy Programme in Namibia, the paper discusses the possible difficulties to be experienced when designing a literacy project based on the concept of literacy as a social practice. The main argument put forward is that these difficulties are likely to be grounded in the difference between potential learners{\textquoteright} uses of literacy in everyday life and their understandings of literacy and how this orients them towards particular forms of literacy education.",
keywords = "Comparative education, Literacy, Ethnography, Namibia, South Africa, New literacy studies",
author = "Uta Papen",
year = "2005",
month = jan,
doi = "10.1016/j.ijedudev.2004.05.001",
language = "English",
volume = "25",
pages = "5--17",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Elsevier BV",
number = "1",

}

RIS

TY - JOUR

T1 - Literacy and development: what works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries?

AU - Papen, Uta

PY - 2005/1

Y1 - 2005/1

N2 - This paper is concerned with the implications of a social view of literacy for the policy and practice of adult literacy. Taking the example of a recent literacy project in South Africa and comparing this with the author's own ethnographic research among learners from the National Literacy Programme in Namibia, the paper discusses the possible difficulties to be experienced when designing a literacy project based on the concept of literacy as a social practice. The main argument put forward is that these difficulties are likely to be grounded in the difference between potential learners’ uses of literacy in everyday life and their understandings of literacy and how this orients them towards particular forms of literacy education.

AB - This paper is concerned with the implications of a social view of literacy for the policy and practice of adult literacy. Taking the example of a recent literacy project in South Africa and comparing this with the author's own ethnographic research among learners from the National Literacy Programme in Namibia, the paper discusses the possible difficulties to be experienced when designing a literacy project based on the concept of literacy as a social practice. The main argument put forward is that these difficulties are likely to be grounded in the difference between potential learners’ uses of literacy in everyday life and their understandings of literacy and how this orients them towards particular forms of literacy education.

KW - Comparative education

KW - Literacy

KW - Ethnography

KW - Namibia

KW - South Africa

KW - New literacy studies

U2 - 10.1016/j.ijedudev.2004.05.001

DO - 10.1016/j.ijedudev.2004.05.001

M3 - Journal article

VL - 25

SP - 5

EP - 17

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

IS - 1

ER -