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Literacy and power: the cases of Tanzania and Rwanda
Dalarna University, School of Humanities and Media Studies, Swedish.ORCID iD: 0000-0002-2992-0818
2008 (English)In: International Journal of Educational Development, ISSN 0738-0593, E-ISSN 1873-4871, Vol. 28, no 6, p. 754-763Article in journal (Refereed) Published
Abstract [en]

In this paper it is claimed that the relation between literacy and power is complex. What people do with literacy has effects on power relations but literacy is not democratic per se. Drawing from two cases from Tanzania and Rwanda it is argued that plans for adult education and literacy education should consider the perspectives of target groups. The use of the notion of literacy practices enables the study of situated literacies and of the ways people relate to literacy. This gives planners tools to take the views of ordinary members of the public into account which is a prerequisite for literacy plans that claim to have democratic effects.

Place, publisher, year, edition, pages
2008. Vol. 28, no 6, p. 754-763
Keywords [en]
literacy, literacy practices, power, Tanzania, Rwanda
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-3045DOI: 10.1016/j.ijedudev.2007.09.006ISI: 000259709400011OAI: oai:dalea.du.se:3045DiVA, id: diva2:519893
Available from: 2008-01-10 Created: 2008-01-10 Last updated: 2017-12-07Bibliographically approved

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Wedin, Åsa

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