du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Literacy practices in rural Tanzania: the case of Karagwe
Dalarna University, School of Humanities and Media Studies, Swedish.ORCID iD: 0000-0002-2992-0818
2006 (English)In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 27, no 3, p. 225-240Article in journal (Refereed) Published
Abstract [en]

In this article I argue that literacy, as an aspect of language, is closely related to power. With the example of Karagwe, I show that different literacy practices relate differently to power. In Karagwe dominant literacies, that are officially prescribed and standardised, have a main function to sort people and maintain authority. As they are spread through schools, schooled literacies are very much geared at sorting pupils. Dominated literacy practises often have decorative and cultural functions and often do not follow standard norms, for example in spelling. In some cases there are local norms. Dominated literacies are more or less stigmatised. A third group of literacy practises, semi-dominant, are spread mainly through seminars and development agencies, such as different non-governmental organisations. These literacy practises, that are important for the improvement of daily life and economic conditions, focus both on formal features and on the content in the texts. I argue that literacy in Karagwe is an important tool for maintaining authority while it is at the same time a tool for people to contest and resist authority.

Place, publisher, year, edition, pages
2006. Vol. 27, no 3, p. 225-240
Keywords [en]
Education, ethnolinguistics, literacy, power, Tanzania
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-1965DOI: 10.1080/01434630608668777OAI: oai:dalea.du.se:1965DiVA, id: diva2:519652
Available from: 2006-03-14 Created: 2006-03-14 Last updated: 2017-12-07Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Wedin, Åsa

Search in DiVA

By author/editor
Wedin, Åsa
By organisation
Swedish
In the same journal
Journal of Multilingual and Multicultural Development
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 1576 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf