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Women, Literacy and Citizenship: A Critique

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Abstract

This paper examines the recent increase in the concern of adult literacy for citizenship, especially aimed at women in developing societies. It looks at what is happening in this field and why; it examines some of the critiques of this range of activity; and it suggests some alternatives which in the end may be more effective in promoting both literacy learning and the practices of citizenship among women.

Zusammenfassung

FRAUEN, ALPHABETISIERUNG UND GESELLSCHAFTLICHES ENGAGEMENT: EINE KRITIK – Der Beitrag befasst sich mit der in letzter Zeit gestiegenen Bedeutung der Erwachsenenalphabetisierung für das gesellschaftliche Engagement, insbesondere in Bezug auf Frauen in Entwicklungsländern. Er beschreibt die aktuellen Aktivitäten und ihre Hintergründe in diesem Bereich, geht auf Kritik ein und führt Alternativvorschläge auf, welche letztlich zu höherer Effizienz in der Förderung sowohl von Alphabetisierungsprogrammen als auch von gesellschaftlichen Aktivitäten von Frauen führen könnten.

Résumé

FEMMES, ALPHABÉTlSATION ET CITOYENNETÉ : UNE CRITIQUE – cet article examine le phénomène récent d”un intérêt accru pour l”alphabétisation des adultes en vue de la citoyenneté, intérêt visant particulièrement les femmes dans les sociétés en développement. Il observe ce qui se produit dans ce domaine et pourquoi ; il examine certaines des critiques de cette gamme d”activités ; et il suggère quelques solutions de rechange pouvant se révéler en fin de compte plus efficaces, en favorisant aussi bien l”apprentissage de l”alphabétisation que les pratiques de la citoyenneté parmi les femmes.

Resumen

LA MUJER, LA CAPACIDAD DE LEER Y ESCRIBIR Y EL EJERCICIO DE LA CIUDADANÍA. UN ENFOQUE CRÍTICO – Este trabajo se ocupa de la creciente atención que está recibiendo la capacidad de leer y escribir de las personas adultas, relacionada con el ejercicio de la ciudadanía; ante todo, cuando se trata de mujeres de países en vías de desarrollo. El estudio se centra en los sucesos que se registran en esta área y en sus motivos; examina algunas de las críticas que reciben esta clase de actividades y sugiere algunas alternativas que, después de todo, podrían ser más eficaces para promover tanto el aprendizaje de la lectura y escritura como el ejercicio de la ciudadanía por la mujer.

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Acknowledgement

I am grateful to a large number of persons for assistance with the preparation of this paper, especially Ann Convery, Anna Robinson-Pant, Esther Priyadharshini, Julia Preece and Sue Jolliffe.

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  1. Centre of Applied Research in Education (CARE), University of East Anglia, Norwich, NR4 7TJ, UK

    Alan Rogers

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  1. Alan Rogers
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Correspondence to Alan Rogers.

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Alan Rogers is Visiting Professor of Adult Education at the Universities of Nottingham and East Anglia, and Convenor of the Uppingham Seminars in Development; currently engaged in studies of literacy in Uganda and of Non-Formal Education with UNESCO GMR. He is the author of several books on adult learning and development.

Contact Address: Centre of Applied Research in Education (CARE), University of East Anglia, Norwich NR4 7TJ, UK; alan.rogers14@btopenworld.com; www. uppinghamseminars.org.

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Rogers, A. Women, Literacy and Citizenship: A Critique. Int Rev Educ 53, 159–181 (2007). https://doi.org/10.1007/s11159-006-9031-y

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