Culture and Identity in Rural Africa: Representation through Literacy

Autor/in	Holmes, John
Titel	Culture and Identity in Rural Africa: Representation through Literacy
Quelle	In: Language and Education, 22 (2008) 6, S.363-379 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.2167/le813.0
Schlagwörter	Rural Schools; Elementary School Students; Foreign Countries; Language Minorities; Native Language Instruction; Language of Instruction; African Languages; Literacy; Workshops; Drama; Language Usage; Language Attitudes; Student Attitudes; Eritrea + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Sprachminderheit; Native language education; Muttersprachlicher Unterricht; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Lernwerkstatt; Schulung; Schauspiel; Sprachgebrauch; Sprachverhalten; Schülerverhalten
Abstract	Recently throughout Africa, there has been an increase in mother tongue primary education in minority language communities. There are many reasons for justifying this innovation, one of which is that local cultures are strengthened by mother tongue literacy. This paper examines the link between literacy and culture through the outcomes of a series of drama workshops carried out in a rural school in Eritrea where mother tongue education had been introduced in 2000. By using a Freirian approach, the children were encouraged to identify and discuss the issues of most concern to them. The dramas were performed in front of the community and discussed. This enabled us to identify the choices of language that the children made, the genres that they could already use and their own attitudes to their mother tongue. We were also able to identify more clearly the nature of the link between literacy and culture and suggest possible ways in which this could be further investigated and developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10