The document discusses different conceptions of literacy. Originally, literacy meant simply reading and writing, but the term has expanded to include things like computer, financial, and media literacy. Literacy is now often defined as mastery of skills and knowledge in a particular topic. Within the history of adult literacy education, there are four broad approaches to defining literacy: as skills to read and write; as tasks needed for life and work; as social and cultural practices linked to written language; and as a tool for critical reflection and social change. The passage examines these perspectives in more detail, particularly comparing views of literacy as a set of skills versus as social practices embedded in culture and issues of power.
This document discusses perspectives on literacy and their implications for teaching and learning. It covers two main perspectives: 1) cognitive literacy, which views literacy as a set of cognitive skills, and 2) social literacy, which sees literacy as social practices that are culturally and historically situated. The document argues that the social perspective better captures how literacy is used in real life and should inform educational practice. It discusses theorists like Street who see literacy as embedded in existing social structures and serving ideological functions, not as neutral skills. The document concludes that a sociocultural approach recognizing multiple literacies embedded in social practices offers the most illuminating framework for education.
Zimbabwe has for a long time been characterised by varied and skewed levels of literacy across her regions. This scenario has left some regions more advantaged and developed than others. Binga District in Matabeleland North, mainly habited by the Tonga speaking people has been one such community where underdevelopment has been tied to the low levels of literacy. It is in this light that this study therefore aimed to investigate the role of Tonga Language and Culture Committee (TOLACCO), Roman Catholic and Community leadership in the promotion of literacy in Binga Community of Zimbabwe. Data was collected from the TOLACCO, Roman Catholic Parishioners, District Administrator, Councillors and the community leaders who included two Chiefs and their Headman. Structured interview schedule and questionnaire were used in data collection. The results revealed that low literacy level tied to the cultural beliefs of the baTonga people has hindered human resources and infrastructure development within Binga. One Chief bemoaned the situation where pupils at primary school were being taught not in their mother language and some teachers from outside the region predominantly Ndebele and Shona speaking were not interested in learning the Tonga language. There is urgent need to upscale the production of teaching and learning material in Chitonga at both primary and secondary school levels. The results amplified the need for a multi-stakeholder approach in the promotion of high literacy levels in community development.
After two years of teacher inquiry projects and literacy focus groups, several perspectives on subject-specific literacy emerged. Teachers found that students struggled with tasks like summarization and note-making. Different subjects require different types of background knowledge, evidence, and questions. Defining literacy within each subject helps students, and making subject-specific skills explicit benefits students. Focus groups also began exploring differences between classroom and authentic texts in some subjects.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
This document discusses twenty-first century instructional classroom practices and reading motivation, specifically probing the effectiveness of interventional reading programs. It begins by outlining key traits of 21st century education in light of trends that emphasize skills like communication, creativity, critical thinking and collaboration. It then discusses the theoretical approaches of intrinsic and extrinsic motivation and debates around the relationship between reading comprehension and motivation. The document analyzes characteristics and research supporting two US-based reading programs, Comprehensive Reading Intervention (CORI) and Accelerated Reader (AR), and also highlights criticism of claims about their effectiveness in enhancing intrinsic motivation.
The document discusses key competencies according to the OECD and EU. It lists the 8 key competencies identified by the EU: communication in the mother tongue and foreign languages, mathematical competence and basic science/technology skills, digital skills, learning to learn, social/civic skills, a sense of initiative/entrepreneurship, and cultural awareness. It provides details on the definitions and components of each competency area.
This document discusses perspectives on literacy and their implications for teaching and learning. It covers two main perspectives: 1) cognitive literacy, which views literacy as a set of cognitive skills, and 2) social literacy, which sees literacy as social practices that are culturally and historically situated. The document argues that the social perspective better captures how literacy is used in real life and should inform educational practice. It discusses theorists like Street who see literacy as embedded in existing social structures and serving ideological functions, not as neutral skills. The document concludes that a sociocultural approach recognizing multiple literacies embedded in social practices offers the most illuminating framework for education.
Zimbabwe has for a long time been characterised by varied and skewed levels of literacy across her regions. This scenario has left some regions more advantaged and developed than others. Binga District in Matabeleland North, mainly habited by the Tonga speaking people has been one such community where underdevelopment has been tied to the low levels of literacy. It is in this light that this study therefore aimed to investigate the role of Tonga Language and Culture Committee (TOLACCO), Roman Catholic and Community leadership in the promotion of literacy in Binga Community of Zimbabwe. Data was collected from the TOLACCO, Roman Catholic Parishioners, District Administrator, Councillors and the community leaders who included two Chiefs and their Headman. Structured interview schedule and questionnaire were used in data collection. The results revealed that low literacy level tied to the cultural beliefs of the baTonga people has hindered human resources and infrastructure development within Binga. One Chief bemoaned the situation where pupils at primary school were being taught not in their mother language and some teachers from outside the region predominantly Ndebele and Shona speaking were not interested in learning the Tonga language. There is urgent need to upscale the production of teaching and learning material in Chitonga at both primary and secondary school levels. The results amplified the need for a multi-stakeholder approach in the promotion of high literacy levels in community development.
After two years of teacher inquiry projects and literacy focus groups, several perspectives on subject-specific literacy emerged. Teachers found that students struggled with tasks like summarization and note-making. Different subjects require different types of background knowledge, evidence, and questions. Defining literacy within each subject helps students, and making subject-specific skills explicit benefits students. Focus groups also began exploring differences between classroom and authentic texts in some subjects.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
This document discusses twenty-first century instructional classroom practices and reading motivation, specifically probing the effectiveness of interventional reading programs. It begins by outlining key traits of 21st century education in light of trends that emphasize skills like communication, creativity, critical thinking and collaboration. It then discusses the theoretical approaches of intrinsic and extrinsic motivation and debates around the relationship between reading comprehension and motivation. The document analyzes characteristics and research supporting two US-based reading programs, Comprehensive Reading Intervention (CORI) and Accelerated Reader (AR), and also highlights criticism of claims about their effectiveness in enhancing intrinsic motivation.
The document discusses key competencies according to the OECD and EU. It lists the 8 key competencies identified by the EU: communication in the mother tongue and foreign languages, mathematical competence and basic science/technology skills, digital skills, learning to learn, social/civic skills, a sense of initiative/entrepreneurship, and cultural awareness. It provides details on the definitions and components of each competency area.
The document discusses key competencies according to the OECD and EU. It lists the 8 key competencies identified by the EU: communication in the mother tongue and foreign languages, mathematical competence and basic science/technology skills, digital skills, learning to learn, social/civic skills, a sense of initiative/entrepreneurship, and cultural awareness. It provides details on the definitions and components of each competency area.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Using story exchange to build shared understandings of identity, positionalit...Anita Zijdemans Boudreau
This document summarizes research on using story exchanges to build understanding of identity, positionality, and intersectionality. It discusses two protocols tested: 1) interviews where participants profiled "Others" and reflected on positionality; and 2) workshops where participants shared stories in groups. Findings showed interviews had deeper impact on awareness than workshops. Workshops helped build empathy but some felt guilt about their own stories or unable to process concepts due to time. Future work should focus on moving participants from empathy to action and addressing challenges like guilt or resistance to concepts.
Kompetenssit ja ratkaisuarviointi - Kaisa LindströmOtavan Opisto
The document discusses key competencies as defined by the OECD and EU. The OECD identifies three key competencies: interacting with tools, interacting in heterogeneous groups, and autonomous action. The EU identifies eight key competencies needed in modern society, including communication, foreign languages, math/science, digital skills, learning to learn, social/civic participation, entrepreneurship, and cultural awareness.
This document discusses myths and misunderstandings about the learning styles of adult Chinese learners in Hong Kong. It addresses three main topics: 1) Received opinions about the influence of Chinese culture and Confucian values on passive rote learning styles are challenged by more recent research. 2) Effective adult learning involves developmental stages that may differ from childhood learning. 3) Surveys and case studies of Hong Kong adult learners suggest they are receptive to new active learning modes and adopt styles different than in school. The arguments provide wider insight into understanding Hong Kong and Chinese adult learners beyond the stereotypes.
Critical literacy and_educational_policy_text (2)Wheeler School
This document analyzes a policy text on critical literacy and educational policy using critical discourse analysis. It identifies weaknesses in how the Reading First Initiative policy narrowly defined literacy and failed to consider the diverse student populations affected. It argues that educational policy should incorporate broader definitions of literacy and representation from all stakeholders, including teachers.
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
This document discusses English language literacy in rural Malaysia. It presents three framing paradigms: viewing literacy as a situated social process, using an ethnographic perspective to investigate English education in Malaysia, and seeing English acquisition as additive rather than deficit. The document examines how English was positioned historically through colonialism and independence to privilege urban areas. It discusses how English is now viewed as key to development, but remains separate from rural communities' literacy practices and ways of life.
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
This document discusses cultural conflicts that arose in an experimental university course with a blended learning design and student-centered approach. Students of various cultural backgrounds were divided into large groups to complete projects. Conflicts emerged regarding communication styles, task distribution, and expectations of instruction. The authors analyze if cultural profiles from their Learning Culture Survey could have helped prevent some conflicts by sensitizing students and instructors to cultural differences in educational settings. The profiles aim to foster understanding and reduce misunderstandings between cultures represented in international education.
Education of the gifte talented students in nigeria- a justificationAlexander Decker
This document summarizes and justifies the need for gifted/talented education in Nigeria. It discusses how gifted/talented individuals have special abilities and require specialized education to reach their full potential. The document also outlines the benefits of educating gifted/talented students, such as advancing their abilities, increasing discoveries and innovations, and developing future leaders. It concludes that investing in gifted/talented education will yield exceptional returns and benefits for Nigeria.
This document summarizes literacy rates in Pakistan based on a research report. It finds that Pakistan has an overall literacy rate of 49.9% according to the Mundi Index, ranking it 182 out of 201 countries. Literacy is defined as the ability to read and write. Major efforts to improve literacy have been led by the National Commission for Human Development (NCHD), which has provided literacy education to 2.5 million adults, 90% of them women. However, approximately 50 million people in Pakistan remain illiterate. Literacy rates vary significantly between provinces, from 45% in Balochistan to 59% in Punjab and Sindh. National goals aim for an 88% literacy rate by 2015 but these targets may not
Education should develop all dimensions of the complete person, including the physical, intellectual, emotional, and ethical integration into society. The document discusses that education must contribute to the all-round development of each individual, including their mind, body, intelligence, sensitivity, aesthetic sense, personal responsibility, and spiritual values. It believes in a holistic approach to educating people as individuals and members of society through fully developing their human capacities.
BREWIS Elisa Inclusive development in Indonesian HE reform post-1997Elisa Brewis
This document summarizes a paper presented at the annual ASEASUK Conference in London on September 16, 2016. The paper examines inclusive development in Indonesian higher education reform after 1997. It discusses two global trends - the conceptualization of development as being more inclusive of equity and rights, and the massification of higher education leading to demands for fair access. The author analyzes five pieces of Indonesian legislation related to higher education reform to assess whether mechanisms support fair access in terms of accessibility, availability and quality across institutions. Through qualitative content analysis, the author argues the discourse increasingly emphasizes pancasila principles and human capabilities despite erosion of neoliberal arguments. The paper aims to evaluate the extent to which reforms reflect pro-inclusive development policies
Anthropological Agenda in Mathematics Educationijtsrd
The context of this qualitative research paper was the reflection of anxiety of the author still not practicing ethno mathematical ideas and not humanizing mathematics by mathematics teachers in the classroom especially in boarding schools of Butwal. This research paper was based on reviewing three literatures Vygotskian socio culturalism, Freires educational theories and Devkotas article on Ethno mathematics and Multiculturalism . The reflection of boarding schools Principal, a neighboring child of boarding school, perception of a migrated student, a mathematics teacher of boarding school, a guardian of boarding school and mine experience in an interview with mathematics teacher were the subjects of expressions in this article. On the basis of three literature review and the reflections of the participants, this research revealed that the mathematics teachers of boarding schools, view mathematics through positivistic paradigm and uni dimensional lens, follow Euro centric pedagogy, use various hegemonic practices of de contextualized mathematics in class which cause the students emancipation voice from respective sides. Lila Bahadur K C "Anthropological Agenda in Mathematics Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33598.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33598/anthropological-agenda-in-mathematics-education/lila-bahadur-k-c
The document discusses the development of digital competence in Slovenia. It outlines key competencies for lifelong learning, including digital literacy, and how they involve cognitive, functional, and social-educational aspects. It describes how e-learning and virtual classrooms can help develop skills like information analysis and teamwork. The document also discusses how teachers and students in Slovenia have incorporated digital tools and resources like websites, software, and ICT into education over time.
This document discusses critical pedagogy in second language learning and teaching. It begins by providing background on how critical pedagogy entered the field in the late 1980s and early 1990s. It then outlines several key areas of research interest within critical pedagogy, including critical academic literacy, learning processes and styles, and issues of contesting power dynamics. The document analyzes several studies that have taken a critical approach to examining second language learning and teaching.
The document outlines the four pillars of education according to the Delors Report: learning to know, learning to do, learning to live together, and learning to be. Learning to know involves developing concentration, memory, reasoning, imagination, and communication skills. Learning to do means transforming skills into personal competence in areas like social behavior, initiative, communication, teamwork, and problem solving. Learning to live together focuses on cultivating empathy to improve social behavior through understanding others, resolving conflicts, and appreciating diversity. Learning to be aims for holistic development of individuals' minds, bodies, intelligence, and spirituality so they can think independently and make their own life decisions.
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Being literate
in today’s society demands a myriad of functional abilities, which, when absent,
can have dramatic health, economic, and social consequences. The purpose of this
study was to develop a framework for defining literacy within an increasingly
technological society, and to explore the experience of illiteracy among older adults.
Cultural Differences in Engineering Service Learning: Applying Hofstede’s Cul...Wayan Santika
The present study analyzes cultural differences of three countries (Indonesia, Malaysia, and South Korea). The countries are working together in an engineering service learning program called Creativity Station 2014 which is going to be held in Bali on 11-22 August 2014. Students, teachers, and staffs from three different cultures will meet and difficulties and complexities which may arise are discussed.
This study focused on investigating teachers' perception on literacy as a viable too against the outbreak of epidemics in Ebonyi State of Nigeria. In the course of the study, three (3) research questions were formulated to guide the study, while a survey research design was adopted for the study. From a total of three hundred and four (304) teachers who constituted the population of teachers in the twelve public secondary schools in Abakaliki metropolis, a sample of one hundred and twenty (120)
teachers was simple randomly selected as the sample for the study. The instrument used was a structured questionnaire with four sections. Mean and standard deviation were used as instrument for data analysis. The result of the findings revealed that the teachers, who were used in the study, agreed that literacy has really been very helpful in improving the health status of the people; it has also increased the quest for more knowledge on health education, and reduced the occurrence of
the outbreak of epidemics respectively. Following some findings, recommendations and conclusions were made.
Effective planning as a potent tool for implementing adult literacy programmesAlexander Decker
This document discusses effective planning as a tool for implementing adult literacy programs. It defines key terms like planning, adult literacy, and discusses the importance of planning in program implementation. There are different approaches to planning literacy programs, including educator-centered, market-based, and participant-centered. The participant-centered approach, which involves surveying participant needs, is most suitable. Essential components of planning include identifying the target community and participants, assessing needed resources like instructors and materials, and considering time and funding requirements. Effective planning is necessary to develop literacy programs that meet participant and community needs.
A pre view of government efforts in promoting mass literacy in nigeria lesson...Alexander Decker
This document examines past government efforts to promote mass literacy in Nigeria in order to draw lessons that can guide future literacy campaigns. It finds that despite various attempts since the 1940s, illiteracy remains a major problem in Nigeria. Some key reasons for past failures identified include ineffective policies, lack of funding and political will, poor planning and implementation, and lack of reliable data. The document recommends revising Nigeria's basic education act, enforcing reasonable policies backed by funding and political will, improving program planning and execution, mobilizing more stakeholders, and promoting popular participation to enable future efforts to reduce illiteracy. Learning from successes and failures of past campaigns in Nigeria and other countries could help guide more effective policies and implementation going forward.
The document discusses key competencies according to the OECD and EU. It lists the 8 key competencies identified by the EU: communication in the mother tongue and foreign languages, mathematical competence and basic science/technology skills, digital skills, learning to learn, social/civic skills, a sense of initiative/entrepreneurship, and cultural awareness. It provides details on the definitions and components of each competency area.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Using story exchange to build shared understandings of identity, positionalit...Anita Zijdemans Boudreau
This document summarizes research on using story exchanges to build understanding of identity, positionality, and intersectionality. It discusses two protocols tested: 1) interviews where participants profiled "Others" and reflected on positionality; and 2) workshops where participants shared stories in groups. Findings showed interviews had deeper impact on awareness than workshops. Workshops helped build empathy but some felt guilt about their own stories or unable to process concepts due to time. Future work should focus on moving participants from empathy to action and addressing challenges like guilt or resistance to concepts.
Kompetenssit ja ratkaisuarviointi - Kaisa LindströmOtavan Opisto
The document discusses key competencies as defined by the OECD and EU. The OECD identifies three key competencies: interacting with tools, interacting in heterogeneous groups, and autonomous action. The EU identifies eight key competencies needed in modern society, including communication, foreign languages, math/science, digital skills, learning to learn, social/civic participation, entrepreneurship, and cultural awareness.
This document discusses myths and misunderstandings about the learning styles of adult Chinese learners in Hong Kong. It addresses three main topics: 1) Received opinions about the influence of Chinese culture and Confucian values on passive rote learning styles are challenged by more recent research. 2) Effective adult learning involves developmental stages that may differ from childhood learning. 3) Surveys and case studies of Hong Kong adult learners suggest they are receptive to new active learning modes and adopt styles different than in school. The arguments provide wider insight into understanding Hong Kong and Chinese adult learners beyond the stereotypes.
Critical literacy and_educational_policy_text (2)Wheeler School
This document analyzes a policy text on critical literacy and educational policy using critical discourse analysis. It identifies weaknesses in how the Reading First Initiative policy narrowly defined literacy and failed to consider the diverse student populations affected. It argues that educational policy should incorporate broader definitions of literacy and representation from all stakeholders, including teachers.
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
This document discusses English language literacy in rural Malaysia. It presents three framing paradigms: viewing literacy as a situated social process, using an ethnographic perspective to investigate English education in Malaysia, and seeing English acquisition as additive rather than deficit. The document examines how English was positioned historically through colonialism and independence to privilege urban areas. It discusses how English is now viewed as key to development, but remains separate from rural communities' literacy practices and ways of life.
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
This document discusses cultural conflicts that arose in an experimental university course with a blended learning design and student-centered approach. Students of various cultural backgrounds were divided into large groups to complete projects. Conflicts emerged regarding communication styles, task distribution, and expectations of instruction. The authors analyze if cultural profiles from their Learning Culture Survey could have helped prevent some conflicts by sensitizing students and instructors to cultural differences in educational settings. The profiles aim to foster understanding and reduce misunderstandings between cultures represented in international education.
Education of the gifte talented students in nigeria- a justificationAlexander Decker
This document summarizes and justifies the need for gifted/talented education in Nigeria. It discusses how gifted/talented individuals have special abilities and require specialized education to reach their full potential. The document also outlines the benefits of educating gifted/talented students, such as advancing their abilities, increasing discoveries and innovations, and developing future leaders. It concludes that investing in gifted/talented education will yield exceptional returns and benefits for Nigeria.
This document summarizes literacy rates in Pakistan based on a research report. It finds that Pakistan has an overall literacy rate of 49.9% according to the Mundi Index, ranking it 182 out of 201 countries. Literacy is defined as the ability to read and write. Major efforts to improve literacy have been led by the National Commission for Human Development (NCHD), which has provided literacy education to 2.5 million adults, 90% of them women. However, approximately 50 million people in Pakistan remain illiterate. Literacy rates vary significantly between provinces, from 45% in Balochistan to 59% in Punjab and Sindh. National goals aim for an 88% literacy rate by 2015 but these targets may not
Education should develop all dimensions of the complete person, including the physical, intellectual, emotional, and ethical integration into society. The document discusses that education must contribute to the all-round development of each individual, including their mind, body, intelligence, sensitivity, aesthetic sense, personal responsibility, and spiritual values. It believes in a holistic approach to educating people as individuals and members of society through fully developing their human capacities.
BREWIS Elisa Inclusive development in Indonesian HE reform post-1997Elisa Brewis
This document summarizes a paper presented at the annual ASEASUK Conference in London on September 16, 2016. The paper examines inclusive development in Indonesian higher education reform after 1997. It discusses two global trends - the conceptualization of development as being more inclusive of equity and rights, and the massification of higher education leading to demands for fair access. The author analyzes five pieces of Indonesian legislation related to higher education reform to assess whether mechanisms support fair access in terms of accessibility, availability and quality across institutions. Through qualitative content analysis, the author argues the discourse increasingly emphasizes pancasila principles and human capabilities despite erosion of neoliberal arguments. The paper aims to evaluate the extent to which reforms reflect pro-inclusive development policies
Anthropological Agenda in Mathematics Educationijtsrd
The context of this qualitative research paper was the reflection of anxiety of the author still not practicing ethno mathematical ideas and not humanizing mathematics by mathematics teachers in the classroom especially in boarding schools of Butwal. This research paper was based on reviewing three literatures Vygotskian socio culturalism, Freires educational theories and Devkotas article on Ethno mathematics and Multiculturalism . The reflection of boarding schools Principal, a neighboring child of boarding school, perception of a migrated student, a mathematics teacher of boarding school, a guardian of boarding school and mine experience in an interview with mathematics teacher were the subjects of expressions in this article. On the basis of three literature review and the reflections of the participants, this research revealed that the mathematics teachers of boarding schools, view mathematics through positivistic paradigm and uni dimensional lens, follow Euro centric pedagogy, use various hegemonic practices of de contextualized mathematics in class which cause the students emancipation voice from respective sides. Lila Bahadur K C "Anthropological Agenda in Mathematics Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33598.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33598/anthropological-agenda-in-mathematics-education/lila-bahadur-k-c
The document discusses the development of digital competence in Slovenia. It outlines key competencies for lifelong learning, including digital literacy, and how they involve cognitive, functional, and social-educational aspects. It describes how e-learning and virtual classrooms can help develop skills like information analysis and teamwork. The document also discusses how teachers and students in Slovenia have incorporated digital tools and resources like websites, software, and ICT into education over time.
This document discusses critical pedagogy in second language learning and teaching. It begins by providing background on how critical pedagogy entered the field in the late 1980s and early 1990s. It then outlines several key areas of research interest within critical pedagogy, including critical academic literacy, learning processes and styles, and issues of contesting power dynamics. The document analyzes several studies that have taken a critical approach to examining second language learning and teaching.
The document outlines the four pillars of education according to the Delors Report: learning to know, learning to do, learning to live together, and learning to be. Learning to know involves developing concentration, memory, reasoning, imagination, and communication skills. Learning to do means transforming skills into personal competence in areas like social behavior, initiative, communication, teamwork, and problem solving. Learning to live together focuses on cultivating empathy to improve social behavior through understanding others, resolving conflicts, and appreciating diversity. Learning to be aims for holistic development of individuals' minds, bodies, intelligence, and spirituality so they can think independently and make their own life decisions.
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Being literate
in today’s society demands a myriad of functional abilities, which, when absent,
can have dramatic health, economic, and social consequences. The purpose of this
study was to develop a framework for defining literacy within an increasingly
technological society, and to explore the experience of illiteracy among older adults.
Cultural Differences in Engineering Service Learning: Applying Hofstede’s Cul...Wayan Santika
The present study analyzes cultural differences of three countries (Indonesia, Malaysia, and South Korea). The countries are working together in an engineering service learning program called Creativity Station 2014 which is going to be held in Bali on 11-22 August 2014. Students, teachers, and staffs from three different cultures will meet and difficulties and complexities which may arise are discussed.
This study focused on investigating teachers' perception on literacy as a viable too against the outbreak of epidemics in Ebonyi State of Nigeria. In the course of the study, three (3) research questions were formulated to guide the study, while a survey research design was adopted for the study. From a total of three hundred and four (304) teachers who constituted the population of teachers in the twelve public secondary schools in Abakaliki metropolis, a sample of one hundred and twenty (120)
teachers was simple randomly selected as the sample for the study. The instrument used was a structured questionnaire with four sections. Mean and standard deviation were used as instrument for data analysis. The result of the findings revealed that the teachers, who were used in the study, agreed that literacy has really been very helpful in improving the health status of the people; it has also increased the quest for more knowledge on health education, and reduced the occurrence of
the outbreak of epidemics respectively. Following some findings, recommendations and conclusions were made.
Effective planning as a potent tool for implementing adult literacy programmesAlexander Decker
This document discusses effective planning as a tool for implementing adult literacy programs. It defines key terms like planning, adult literacy, and discusses the importance of planning in program implementation. There are different approaches to planning literacy programs, including educator-centered, market-based, and participant-centered. The participant-centered approach, which involves surveying participant needs, is most suitable. Essential components of planning include identifying the target community and participants, assessing needed resources like instructors and materials, and considering time and funding requirements. Effective planning is necessary to develop literacy programs that meet participant and community needs.
A pre view of government efforts in promoting mass literacy in nigeria lesson...Alexander Decker
This document examines past government efforts to promote mass literacy in Nigeria in order to draw lessons that can guide future literacy campaigns. It finds that despite various attempts since the 1940s, illiteracy remains a major problem in Nigeria. Some key reasons for past failures identified include ineffective policies, lack of funding and political will, poor planning and implementation, and lack of reliable data. The document recommends revising Nigeria's basic education act, enforcing reasonable policies backed by funding and political will, improving program planning and execution, mobilizing more stakeholders, and promoting popular participation to enable future efforts to reduce illiteracy. Learning from successes and failures of past campaigns in Nigeria and other countries could help guide more effective policies and implementation going forward.
The place of literacy education in national development by umoren, paul u.umoren
Literacy education plays a crucial role in national development by empowering individuals and communities. It improves economic outcomes by creating more opportunities for employment, entrepreneurship and wealth creation. A literate populace also enhances political participation, effective communication, and social progress including reduced mortality rates. Literacy education civilizes society, minimizes violence, and improves standards of living across communities. For a nation to develop sustainably, universal access to literacy education must be prioritized to equip citizens with the skills needed to participate fully in the economic, social, and political progress of the nation.
A transformational generative approach towards understanding al-istifhamAlexander Decker
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A universal model for managing the marketing executives in nigerian banksAlexander Decker
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A usability evaluation framework for b2 c e commerce websitesAlexander Decker
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Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
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Specialized Education versus General Liberal Education.docxwrite5
This document discusses and compares specialized education versus general liberal education. Specialized education focuses on a specific subject or career field to prepare students for the workforce through condensed programs that may include work experience. General liberal education provides a broader range of knowledge across different subjects such as science, humanities and culture to develop critical thinking skills. While liberal education may provide more flexibility, specialized education better prepares students for current job market needs and allows for career changes without lengthy programs of study. Overall the document argues that specialized education is preferable to solely pursuing a general liberal arts education.
The document discusses the concept and definitions of adult education. It explores adult education as a practice, process, methodology, organization, science, and system. It examines perspectives on adult education as work done by certain institutions, a special learning relationship, a profession, stemming from social movements, and defined by its goals to help adults. Malcolm Knowles' contributions defining andragogy and the assumptions of adult learners are summarized. The purposes and objectives of adult education are improving job skills, literacy, and participation in society.
The document discusses different approaches to literacy including functional literacy and critical literacy. Functional literacy focuses on teaching skills to achieve social goals within existing systems, while critical literacy questions dominant institutions and aims to develop critical thinking. The author argues that literacy programs in Colombia have likely focused on functional models that do not empower learners to question power structures. Statistics show 98% youth literacy but lower secondary school attendance, suggesting programs have emphasized basic skills over critical analysis.
Essay On Importance Of Education In Life.pdfLisa Young
The document discusses crafting an essay on the importance of education in life. It notes that such an essay requires comprehensively addressing the historical, societal, and personal dimensions of education. It also necessitates exploring topics like the evolution of educational systems, education's role in careers and socioeconomic impacts, and engaging the reader with both facts and narrative. While synthesizing vast information into a coherent essay poses a challenge, the process provides opportunities for self-reflection and a deeper appreciation of the subject.
1. Critical pedagogy in ELT aims to relate classroom learning to wider social contexts and promote social transformation through education. It deals with issues of social justice and change.
2. Critical pedagogues argue that educational systems reflect and reproduce social inequalities like discrimination based on race, class, and gender.
3. A critical approach bases instruction on students' local cultures and lived experiences, utilizes students' first languages as a resource, and makes students aware of issues facing marginalized groups. This helps students think critically about their own societies and potentially transform conditions outside the classroom.
The document discusses different types of curriculum design:
1. Subject-centered design focuses on specific subjects and standardizes content across schools. It is common but not student-centered.
2. Learner-centered design considers individual student needs, interests, and goals. Instruction is differentiated but requires more teacher effort.
3. Problem-centered design focuses on teaching students to solve real-life problems. It increases relevance but may not address learning styles.
Situational analysis and needs assessments are important elements of effective curriculum design. They provide up-to-date information to address problems, identify special needs, and inform resource allocation decisions.
The document discusses different types of curriculum design:
1. Subject-centered design focuses on specific subjects and standardized learning goals. It is common but not student-centered.
2. Learner-centered design considers individual student needs and interests through differentiated instruction. However, it is labor intensive for teachers.
3. Problem-centered design focuses on real-world problems to develop transferable skills. While more engaging, it does not always account for learning styles.
Overall, the key elements and sources of curriculum design discussed are ensuring alignment across grade levels, considering the needs of students versus just subjects, and balancing engagement with standardized outcomes. Different designs have benefits but also drawbacks to manage.
The key competences are skills defined by the European Union and incorporated into the Spanish education system to help students integrate knowledge and skills for practical problem solving. They include communication, digital skills, learning to learn, social skills, initiative, and others. All subject areas are meant to contribute to developing these competences, and while only language skills are formally assessed, the competences aim to prepare students for adult life.
The key competences are essential skills defined by the European Union and incorporated into the Spanish education system. They include communication, digital skills, learning to learn, social skills, initiative, and others. All subject areas are meant to help develop these competences through an integrated approach rather than just teaching discrete subjects. Assessment of students considers their attainment of the key competences along with academic objectives. Passing from one educational stage to another depends on achieving an appropriate level of the competences as well as maturity.
understanding culture, society and politics Teachers GuideChelie Trangia
The document outlines a lesson plan for a senior high school core subject on understanding culture, society, and politics. The lesson aims to explain the two main functions of education in society: 1) to form a productive citizenry through enabling individuals to earn higher incomes, and 2) to allow for self-actualization through cultivating ethical reasoning and preventing an overemphasis on conformity. Students will discuss theories of human motivation, viewpoints on the value of education in the Philippines, and risks of homogenization. They will conclude the lesson by writing a reflective essay analyzing the balancing of education's two functions.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the challenges of writing an essay on education for all. It notes that ensuring universal access to quality education is complex, as it involves understanding the evolution of educational systems, current global issues, and barriers. It also requires addressing nuanced topics like culture, economics, and diversity. Additionally, the essay must critically analyze policies and initiatives while proposing feasible solutions, which demands thorough research. Organizing and presenting all this information in a coherent, engaging narrative from introduction to conclusion is difficult but important. Overall, writing about education for all is demanding but rewarding, as it examines important social issues and visions for a more just future.
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Effective teaching of citizenship education in primary schools in ghanaAlexander Decker
This document discusses effective teaching of citizenship education in primary schools in Ghana. It begins by providing background on citizenship education and how it has changed names over time in Ghana from civics to social studies to environmental studies and now citizenship education. It then defines citizenship education as education that equips learners with knowledge, attitudes, and skills to be competent members of society. The goals of citizenship education are also outlined, including gaining knowledge about human conditions, acquiring information processing skills, examining values and beliefs, and applying knowledge through civic participation. The rationale for the citizenship education syllabus in Ghanaian primary schools and the scope of content covered are also summarized.
The document discusses the Literacy Collaborative framework, which is a program focused on rigorous instruction and meaningful teacher-student interactions. It is based on authentic language acquisition through reading and writing workshops. Teachers differentiate instruction through flexible grouping and provide targeted activities through shared reading, vocabulary lessons, and phonological awareness lessons designed to meet student needs.
Writing an essay on the importance of education is both challenging and rewarding. It requires navigating a complex topic by considering education's social, economic, and personal impacts. The essay must provide a comprehensive yet not generic overview through examining history, current trends, and future implications. Additionally, it needs to avoid clichés, ensure clarity for a diverse audience, and strike a balance between formality and accessibility. While difficult, exploring education's importance allows for personal growth and contributing to ongoing discussions about its transformative role in society.
This document discusses different types of literacy. It begins by defining traditional literacy as the ability to read and write. It then discusses Miller's (1973) three subcategories of conventional literacy: basic literacy as recognizing letters and words, comprehension literacy as understanding meaning, and functional literacy as reading for everyday tasks.
The document notes that modern views see literacy more broadly as knowledge. It then discusses the rise of new literacies due to increased communication reach, means, and content. New literacies include topics like digital, financial, and critical literacy. The document concludes by defining different basic literacy skills like initial, critical, film, teaching, computer, technological, information, and media literacy.
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
This document summarizes a treatment approach called Social Thinking for students with social learning and pragmatic challenges. It describes how social skills develop in neurotypical children and introduces the ILAUGH model and Social Thinking vocabulary to teach social concepts. The ILAUGH model covers initiation, listening, abstract thinking, perspective-taking, big picture thinking, humor, and human relationships. Teaching social concepts makes the abstract concrete and provides a framework for intervention.
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1. Course: Comparative Education Instructor: Tariq Saleem Ghayyur
Concept of Literacy
The word ‘literacy’ has taken on many meanings. Originally literacy simply meant reading and writing
(sometimes as little as writing one’s own name). But the term has expanded far beyond reading and
writing. People often use terms like ‘computer literacy’ to mean the ability to use computers for tasks like
word processing and email, and ‘political literacy’ to mean understanding how the political system works
and how to take part in it. A Google search turns up many more contexts in which the term literacy is
used:
● environmental literacy (for example www.enviroliteracy.org)
● information literacy (for example www.infolit.org)
● media literacy (for example www.medialit.org andwww.medialiteracy.com)
● financial literacy (for example www.mymoney.gov andwww.jumpstart.org)
● science literacy (for example www.project2061.org)
● emotional literacy (for example www.antidote.org.uk)
● cultural literacy (for example www.readfaster.com/culturalliteracy.asp)
● visual literacy (for example www.ivla.org)
● health literacy (for example www.hsph.harvard.edu/healthliteracy)
● business literacy (for example www.business-literacy.com)
The term ‘something-literacy’s often used to mean a sense of mastery of skills and knowledge in the
‘something’. This use of the term literacy has some key elements in common with the original use of the
term:
● an element of obtaining access to information, which is often not so much about skills or
knowledge as about power and participation;
● a sense of two-way communication– for every ‘reader’ there is a ‘writer’. In areas like health and
financial literacy there is as much emphasis on helping the creators of information materials to
make them accessible, as on educating people to be able to read them
● the concept of not just having skills but also understanding a topic well enough to be able to apply
it and use it in one’s own life;
● an aspect of critical awareness (for example being aware of the source of the information, the
potential bias, how it might be used)
Sometimes the overall concept of literacy includes numeracy, the application of mathematical activity in
social and cultural contexts. Numeracy is a parallel concept to literacy: it is based on a set of
mathematical skills (like estimating, measuring, and calculating) but needs to be viewed much more
broadly in terms of how these are applied in life and shaped by the social and cultural environment.
Literacy learning through life
Adults use literacy for many purposes and acquire literacy in many ways. The motivation to improve
literacy in adult life is frequently connected to change, whether in personal life or in society. Adults may
recognise a need to improve their literacy skills when they start a new job, when their children start
school and want help with homework, when a relationship ends, or when they lose their usual forms of
employment. Societal changes demanding new skills in literacy and numeracy may include economic or
forced migration, industrialization and the passing of subsistence economies and traditional forms of
labour, social and economic development, and deepening of democracy. Worldwide, fewer women than
men are literate, as fewer girls attend school. When women become literate the power dynamics between
women and men change
What it means to be ‘literate’ has shifted over the years. Where once it was enough to be able to write
one’s name, by the late twentieth century it was clear that more was needed in industrialized countries.
Governments around the world have at different times identified the need to increase the educational level
of their population, primarily through schooling but also through adult literacy programmes.
These programmes have different ideological and political bases. Many are designed to up-skill the
workforce, whether directly or through improving the educational level of women and consequently their
influence on the family and therefore the future workforce. Some have had social or political purposes
2. Course: Comparative Education Instructor: Tariq Saleem Ghayyur
like embedding revolutionary change, changing the power dynamics between women and men, and
extending democratic participation.
Concepts of literacy
Within the history of adult literacy education there are competing ideas of what literacy is and what
should be done about it. There are at least four broad kinds of responses to the question of what is
literacy:
1. Literacy means the ability – or the skills – to read and write (often called the competency approach).
2. Literacy means engaging in tasks that require the written word and are considered essential for life and
work (often called the functional approach).
3. Literacy means a set of social and cultural practices linked by the use of the written word (often called
the social practices approach).
4. Literacy means a tool for critical reflection and action for social change (often called the radical
approach).
Literacy as skills
The idea of’ literacy as skills’ underpins much traditional schooling, where the focus is on skills such as
phonics (sound–letter association) and knowledge like spelling and grammar rules. In adult literacy, these
are generally found in primer-based approaches. Definitions of literacy based on skills are often called
‘competency’ approaches. The term is sometimes used loosely and confused with ‘functional’ literacy.To
be clear, the term ‘literacy as skills’ is used in this book.
In the Organisation for Economic Co-operation and Development’s (OECD) International Adult Literacy
Study (IALS) and similar recent initiatives, literacy is conceived as a set of’ information-processing
competencies’ or skills. The literacy definition used in IALS surveys conducted between 1996–2000 has a
primary focus on skills, but recognizes the uses of skills in daily life:
The ability to understand and employ printed information in daily activities, at home, at work and in the
community – to achieve one’s goals, and to develop one’s knowledge and potential.
(OECD 2000)
The skills are viewed as generic and independent of the context in which they are used, so a skill used in
one setting can be applied in another and can be measured though tests. Indeed, the IALS uses common
test items to measure literacy in different countries, providing comparative data across social, cultural,
and economic boundaries. While the IALS has been the dominant measure of literacy skills in the North,
it has also spawned similar kinds of literacy surveys in countries in the South.
The IALS has given new life to skills-based approaches to adult literacy education in countries of the
North including the UK and USA. In England the Skills for Life strategy is a skills-based approach
reflecting the continued dominance of school-based understandings of literacy. In the USA many adult
basic education programmes have a similar focus on skills. The drive for performance accountability as
part of New Public Management, widelyadopted in such countries, requires measures of performance; the
skills approach focuses on the kinds of skills that can be easily measured ins tandardised tests.
Critics
Critics of such approaches argue that literacy activities never exist in isolation but always within social
and cultural contexts, and that these shape particular patterns of reading and writing (Street 1984).The
literacy’s associated with different domains within a single society are different, and so are the literacy’s
of different cultural and social groups within and between societies. If this is the case then international
comparisons are inappropriate and misleading, and ‘skills’ cannot usefully be taught on their own.
As anthropologist Brian Street says, literacy is never simply a neutral and generic set of skills (ibid).
Literacy is always ‘ideological’ in the sense of being embedded in social, cultural, and political systems
and reflecting issues of power and identity. The literacy of schools and government offices may seem
more important than the literacy of the market-place. Power relationships mean that some literacy
practices become dominant and others less visible and valued because they are associated with less
powerful groups – like indigenous peoples, women, lower castes, or ethnic minorities.
Literacy is also linked to language and identity. For example, many indigenous communities with their
own languages find it problematic to access the language of power. Literacy instruction in their own
3. Course: Comparative Education Instructor: Tariq Saleem Ghayyur
language may be more comfortable, and may reinforce their cultural identity, but may not address their
ability to engage in the mainstream and with holders of power.
What we think
We accept the importance of mastering the skills and knowledge of reading and writing in literacy
education, but recognise that these are not a single set of skills applicable in all circumstances. Learning
the skills is not enough: the focus of literacy education must be on application of skills in the lives of
learners
Literacy as tasks
The recognition that literacy is more than an abstract set of skills to manipulate text led to a more
contextualised view of literacy as the ability to accomplish tasks in daily life. This approach has generally
been described as ‘functional literacy’. However, as with competency the term has sometimes been used
loosely. The term ‘functional literacy’ was first coined by the United States Army during the Second
World War to indicate ‘the capability to understand written instructions necessary for conducting basic
military functions and tasks’. In functional literacy approaches, the abstract ability to decode text is less
important than the ability to carry out life tasks –most often those related to work.
The definition of functional literacy adopted at the UNESCO General Conference in 1978 is still in use,
almost 30 years after it was created:
A person is functionally literate who can engage in all those activities in which literacy is required for
effective functioning of his [sic] group and community and also for enabling him to continue to use
reading, writing and calculation for his own and the community’s development.
(UNESCO 2005a: 30)
UNESCO’s Experimental World Literacy Programmed (EWLP) in the 1970swas intended to promote
functional literacy for specific groups of adults in key growth sectors of the economy within certain
countries designated as ready for economic ‘take-off’. It was intended to distinguish this approach from
one focusing on individual needs or aspirations – the important ‘functional tasks’ were to be defined by
government. Thus the ‘literacy as tasks’ approach to literacy education as promoted by UNESCO and
many national governments from the 1970s onward has a specific ideological connotation.
Later programmes taking a functional literacy approach incorporated a wider array of tasks in spheres
beyond work, including citizenship, families, and community involvement. Nevertheless the functional
literacy approach usually defines the important tasks in advance and from the outside.
Critics
Critics say that task-based literacy programmes have had limited success(Rissole 1999).They have failed
to engage with the cultural and social complexities of literacy and by defining literacy so narrowly have
failed to engage learners or achieve lasting changes in their lives. Functional approaches to literacy tend
to ignore differences and impose a uniform set of literacy
activities on everyone – the use of ‘he’ in the definition is no accident. However, within any society
different groups and individuals perform different kinds of literacy tasks – women’s and men’s literacy’s
may be different, rural and urban dwellers, market traders and farm-workers may all engage in different
literacy tasks. One size cannot fit all.
What we think
Functional literacy approaches take an important step toward focusing on application, not just possession,
of skills. However, functional literacy programmes have often taken a narrow and top-down view of
literacy tasks. They have ignored important differences rooted in social and cultural contexts. By starting
from the outside in defining what is important to learn, they fail to nurture autonomous and reflective
learners. Learning to carry out literacy tasks is not enough: literacy education needs to be more responsive
tithe full range of literacy practices.
Literacy as social practices – social-contextual approaches
More recently, international development agencies have broadened their view of literacy to incorporate
‘literacy as practices’. The report of the sixth meeting of the Working Group on Education for All, for
example, upholds literacy as’ a broad range of continually evolving competencies and
4. Course: Comparative Education Instructor: Tariq Saleem Ghayyur
practices’(UNESCO2005b:11).
The social practices view of literacy has been shaped by the substantial base of research and theory built
up in New Literacy Studies. In this concept, reading and writing does not simply involve the skills of
encoding and decoding words, or carrying out specific tasks in isolation. Literacy involves values,
attitudes, and social relationships – not just skills and activities. Different literacy practices (or literacy’s)
are associated with different domains of life –home and family, school, the workplace, communities,
religious institutions, politics. Some of these domains are dominated by males, especially the public
domains. Others relate more to domestic and family spheres of life and more often involve women.
Reading and writing activities are embedded within social and cultural structures and help form these.
Literacy practices are shaped by ‘social rules that regulate the use and distribution of texts, prescribing
who may produce and have access to them’ (Barton and Hamilton 1998:7).Reading and writing vary in
their functions and uses across history and cultures. In some cultures, different literacy’s may have very
specific contexts and uses: for example thecae in north-west Liberia have different literacy’s for religious
and market purposes (Scribner and Cole 1981).
The concept of’ literacy as social practice’ has been adopted in the Nigeria Community Education
Programmed, using a method called Learner Oriented Community Adult Literacy (LOCAL).Facilitators
identified with learners what they needed literacy for, and brought materials related to these needs into the
learning group. The Community Literacy’s Project Nepal (CLPN) used similar ‘real materials’ approach
(see Chapter 7 for a more detailed discussion ofthese two initiatives).
Critics
Critics say that social practices approaches are too complex to be useful, especially in the global South.
These approaches may require ethnographic research in advance in order to identify local literacy
practices. They require extensive training of literacy teachers to prepare them to work in a responsive
way. Social practices literacy can be difficult to assess and evaluate, with no simple tests.
What we think
Social practices approaches to literacy education may still be in their infancy but there has been enough
experience to provide the basis for future programmes. Simplistic concepts of literacy have not proved
successful in transforming lives and communities. Effective programmes will work with tutors and
learners to understand ‘literacy as social practice’ and to create teaching and learning that is sensitive to
the cultures and social groups for which they are designed.
Literacy as critical reflection – radical approaches
Literacy is often claimed to be a tool for ‘empowerment’ by those who engage in all of the approaches to
literacy education. However, the development of literacy skills
on their own
does not necessarily lead to empowerment or social change. But literacy can be a tool for working
towards transformation at both the individual and societal level. It can be geared towards combating
poverty and deprivation, the enhancement of social justice, and the promotion of equal opportunities.
Radical approaches to literacy engage people in actively constructing literacy as a tool for change. They
incorporate experiential learning, critical analysis, and problem solving in the programmed
.
Frere was perhaps the most important influence on adult literacy in the last century. His theoretical
analysis and teaching methodologies provided an alternative concept of adult literacy in both the
industrialized world and the global South, showing how it could contribute to changing society rather
than adapting to it. He defined the central purpose of education as ‘reflection and action upon the world in
order to transform it’ (Freire 1972:28).For Freire, the purpose of education is not to help people fit in and
conform, not just to get a job or engage in economic activity, not only to enable women and men tread a
voting paper or help their children in school. It is above all to enable people to engage actively in
developing their communities and the world.
REFLECT is the most extensive current programmed based on Frere’s ideas, and has been implemented
in some 350 organizations in over 60 countries. The programmed follows in a long tradition of adult
5. Course: Comparative Education Instructor: Tariq Saleem Ghayyur
education creating democratic space for questioning, analysing, and creating. REFLECT begins with
social development and moves on to literacy ‘at the point of need’ and when there is a purpose for reading
and writing within that development. REFLECT practitioners see the process of analysis and articulation
of issues as an important part of literacy, and reading and writing as an element within this. This is in
contrast to other development programmes that see literacy as an ‘entry point’ or a way of mobilising
people into development activities following on from this (see Chapter 8 for a more detailed discussion of
the REFLECT initiative)
Critics
Critics say that radical approaches to literacy education often focus more on social development than on
learning to read and write. They say that facilitators are often inadequately trained as literacy teachers and
as a result participants do not learn the reading and writing skills that would enable them to be
independent and critical learners
What we think
Literacy education does not have to be overtly political to take the radical approach of developing critical
and reflective learners. While radical approaches to literacy can sometimes be another form of orthodoxy,
taking a’ critical reflection’ approach to literacy means being responsive to individual and community
needs. It means encouraging learners to look beyond ‘reading the word’ to ‘reading the world’, as Freire
put it. It supports learners to
become actors in developing
their own communities and
societies.
http://www.scribd.com/doc/52492610/Developing-Adult-Literacy-Approaches-to-planning-
implementing-and-delivering-literacy-initiatives