Literacy & Development: Challenges to Dominant Paradigms (S3)
Presenter: Brian Street
Through years of research all over the world, Brian Street has repeatedly observed local practices of literacy among groups that are defined as "illiterate" by outside agencies. This presentation will analyze and critique some recent concepts in literacy practice in developing countries.
Readings: (Literacy and Development, Section 3)
-Meanings of Culture in Development (Street)
Session Summary
Dr. Street opened his session by discussing the ambiguity of the term "literacy." He demonstrated how the concept of "illiteracy" is empirically and ethnographically inaccurate and therefore unfairly stigmatizes a population. Using examples of literacy events and practices from Iran and Morocco, he described his own personal shift from understanding literacy as a unitary monolithic concept to thinking about plural and multiple "literacies." This shift, Street said, has also occurred among policymakers and academics.
In designing literacy programs, Street emphasized that planners cannot assume that their definition of literacy matches the definitions and meanings of literacy held by the target population. Planners must first investigate the reality of the literacy events and practices within the target group of learners. After conducting participatory needs analysis and ethnographic assessment of existing literacy practices, planners should negotiate, with the people concerned, an appropriate curriculum and system of assessment. Over time, programs developed in this conceptual framework will be more cost effective because of higher retention rates.
To further investigate cross-cultural definitions of literacy, Street divided the participants into five multi-national groups to discuss local literacies in their respective countries. The participants will report the highlights of their discussions at Street's upcoming session, "Ethnographic Research on Literacy Practices in Development," on Monday, July 13.
INTERNATIONAL LITERACY
INSTITUTE