Declared 'Literate': Subjectivation through Decontextualised Literacy Practices

Autor/inn/en	Singh, Amina; Sherchan, Dipti
Titel	Declared 'Literate': Subjectivation through Decontextualised Literacy Practices
Quelle	In: Studies in the Education of Adults, 51 (2019) 2, S.180-194 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Amina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1603573
Schlagwörter	Adult Literacy; Adult Education; Foreign Countries; Illiteracy; Literacy Education; Females; Resistance (Psychology); Ethnic Groups; Experience; Personal Narratives; Nepal + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Analphabetismus; Weibliches Geschlecht; Resistenz; Ethnie; Erfahrung; Erlebniserzählung
Abstract	The concepts of adult literacy and adult education have been predominantly framed by the discourse of development in Nepal whereby literacy programmes are designed to combat illiteracy with the purpose of promoting the socio-economic and human development in the country. In this effort, certain groups of women and ethnic minorities have been homogenously categorised as 'illiterate' and constituted as target groups for such basic and functional literacy programmes. This process of subjectivation through literacy programme works to impose feelings of inadequacy among the participants of the literacy programme, which further invalidates their own experience and situated knowledge. This article illustrates this process of subjectivation and resistance to it while challenging the idea of a homogenous 'Thakali women' through the personal narratives of Thakali women and their experiences of engaging with the discursive practices of literacy. In doing so, the article argues that the decontextualised approach to literacy further erases the socio-cultural, economic and historical context within which the individuals form their experiences and knowledge and hence, the need for culturally contextualised literacy practices that account for lived experiences and knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01