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Literacy and power—The cases of Tanzania and Rwanda
ARTICLE

International Journal of Educational Development Volume 28, Number 6, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

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 how 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.

Citation

Wedin, Å. (2008). Literacy and power—The cases of Tanzania and Rwanda. International Journal of Educational Development, 28(6), 754-763. Elsevier Ltd. Retrieved May 31, 2020 from .

This record was imported from International Journal of Educational Development on January 31, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2007.09.006

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