Literacy, State Formation and People's Power. Education in a Mozambican Factory. Adult and Nonformal Education Thesis Series.

Autor/in	Marshall, Judith
Institution	University of the Western Cape, Bellville (South Africa). Centre for Adult and Continuing Education.
Titel	Literacy, State Formation and People's Power. Education in a Mozambican Factory. Adult and Nonformal Education Thesis Series.
Quelle	(1990), (353 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86808-033-1
Schlagwörter	Hochschulschrift; Praktikumsbericht; Adult Basic Education; Adult Literacy; Colonialism; Economic Development; Educational Needs; Educational Objectives; Educational Practices; Educational Trends; Ethnography; Foreign Countries; Government School Relationship; Literacy Education; Nonformal Education; Political Power; Political Socialization; Qualitative Research; Questionnaires; Role of Education; School Community Relationship; Social Change; Socialism; Workplace Literacy; Mozambique + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kolonialismus; Wirtschaftsentwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Bildungsentwicklung; Ethnografie; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Politische Macht; Politische Sozialisation; Qualitative Forschung; Fragebogen; Bildungsauftrag; Sozialer Wandel; Sozialismus; Mosambik
Abstract	The relationship between literacy and "people's power" within the context of Mozambique's project of socialist reconstruction was explored through an ethnographic analysis of literacy education practices at the Matola Industrial Company, which is considered one of many embodiments of Mozambique's colonial past. First, the role of the colonial schooling system as an instrument to create failure rather than success in schooling and thus regulate flows of cheap labor was examined along with the relationship between literacy, the popular state, and people's power and the spontaneous movement of self-education in Mozambique. Next, qualitative methods were used to examine the following: the fundamental tensions between time for schooling and time for production in the workplace-based literacy program at the Matola Industrial Company; the role of literacy centers as "spaces" for social communication; the interlocking hierarchies organized through class, race/ethnicity, and gender that affect literacy students' and teachers' lives; and experiences of literacy as indicators of fundamental problems in the broader process of socialist construction and the movement for renewal within state-sponsored literacy programs. (Contains 18 tables/figures and 181 references. Appended are the survey instrument and two discussion documents examining problematic areas in ABE in the Matola Industrial Company.) (MN)
Anmerkungen	CACE Publications, Centre for Adult and Continuing Education, University of the Western Cape, Private Bag X17, Bellville 7530, South Africa.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC