TRAINING OF TEACHERS AS RESEARCHERS IN ADULT AND NON-FORMAL EDUCATION LETTER: Learning for Empowerment Through Training in Ethnographic-style Research

ORIGINS Coming together of a) adult education b) New Literacy Studies/ethnography

Coming together of

a) adult education

b) New Literacy Studies/ethnography

TEACHING ADULTS “ Start where they are” Usually done in ag-ext but not in health, literacy-numeracy and other adult programmes No training in how to find out

“ Start where they are”

Usually done in ag-ext but not in health, literacy-numeracy and other adult programmes

No training in how to find out

LIMITATION OF TRADITIONAL APPROACHES Choose sample Ask questions Accept answers (triangulation) Draw conclusions Sample taken to be typical They are our questions Cannot often answer (unconscious learning) Conclusions need to be tested: (“when not true?”)

Choose sample

Ask questions

Accept answers (triangulation)

Draw conclusions

Sample taken to be typical

They are our questions

Cannot often answer (unconscious learning)

Conclusions need to be tested: (“when not true?”)

ETHNOGRAPHICAL APPROACHES Move from skills to practices (in agric-ext; also health etc; but rarely in literacy/numeracy) telling case studies look through their eyes observation (espoused theories vs theories in practice) can gain general conclusions but not necessarily typical.

Move from skills to practices (in agric-ext; also health etc; but rarely in literacy/numeracy)

telling case studies

look through their eyes

observation (espoused theories vs theories in practice)

can gain general conclusions but not necessarily typical.

THE DELHI PROGRAMME Approach from Nirantar 2000 – gap between home and school epistemologies The participants The resource persons The funding Workshop 1 – Ethnography (practicum) Research projects Workshop 2 – revise and application No workshop 3 Publication – Exploring the Everyday

Approach from Nirantar 2000 – gap between home and school epistemologies

The participants

The resource persons

The funding

Workshop 1 – Ethnography (practicum)

Research projects

Workshop 2 – revise and application

No workshop 3

Publication – Exploring the Everyday

THE ETHIOPIAN PROGRAMME Approach from ANFEAE They raised funds The participants The resource persons Workshop 1 – Ethnography with practicum (report) Research Projects Workshop 2 – Ethnography Guidelines Research Projects and training event Workshop 3 – Building findings into learning programmes

Approach from ANFEAE

They raised funds

The participants

The resource persons

Workshop 1 – Ethnography with practicum (report)

Research Projects

Workshop 2 – Ethnography Guidelines

Research Projects and training event

Workshop 3 – Building findings into learning programmes

WORKSHOP 1

WORKSHOP 2

PLANNED OUTCOMES Publication in three parts: a) What is ethnographical approach?; why is it important? how do we do it? b) Case studies c) Implications of findings for our teaching programmes Group of trainers to cascade We hope to get there!!!!

Publication in three parts:

a) What is ethnographical approach?; why is it important? how do we do it?

b) Case studies

c) Implications of findings for our teaching programmes

Group of trainers to cascade

We hope to get there!!!!

ONE CASE STUDY MICRO-CREDIT SCHEME: four women traders a) two women combined multiple occupations, not just one (banana selling; araki; cloth selling) place of religion secrecy (banana selling) no role for formal literacy/numeracy b) one woman (cheka; sheep) c) one woman loss of funds; sale of cow now selling pepper and salt disillusion What are implications of this for our non-formal education programmes?

MICRO-CREDIT SCHEME: four women traders

a) two women combined

multiple occupations, not just one (banana selling; araki; cloth selling)

place of religion

secrecy (banana selling)

no role for formal literacy/numeracy

b) one woman (cheka; sheep)

c) one woman

loss of funds; sale of cow

now selling pepper and salt

disillusion

What are implications of this for our non-formal education programmes?

ONE CASE STUDY