"We Also Wanted to Learn": Narratives of Change from Adults Literate in African Languages

Autor/inn/en	Trudell, Joel; Cheffy, Ian
Titel	"We Also Wanted to Learn": Narratives of Change from Adults Literate in African Languages
Quelle	In: International Review of Education, 63 (2017) 5, S.745-766 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trudell, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-017-9664-z
Schlagwörter	Literacy Education; Adult Literacy; African Languages; Native Language Instruction; Interviews; Numeracy; Foreign Countries; Personal Narratives; Attitude Measures; Change; Program Effectiveness; Student Attitudes; Rural Areas; Adults; Lifelong Learning; Outcomes of Education; Ethiopia; Kenya; Cameroon; Burkina Faso; Ghana + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Native language education; Muttersprachlicher Unterricht; Interviewing; Interviewtechnik; Rechenkompetenz; Ausland; Erlebniserzählung; Wandel; Schülerverhalten; Rural area; Ländlicher Raum; Life-long learning; Lebenslanges Lernen; Lernleistung; Schulerfolg; Äthiopien; Kenia; Kamerun
Abstract	This article discusses the impact of literacy programmes on those who learned to read and write in their own African languages. It draws on adult learners' reflections on the significance of literacy and numeracy in their everyday lives as evidenced in interviews conducted in 2014 and 2015 in rural sites in five African countries: Ethiopia, Kenya, Cameroon, Burkina Faso and Ghana. The research approach was influenced by the Most Significant Change (MSC) method of monitoring and evaluation, which collects and examines narratives that reveal beneficiaries' perceptions of change related to a given programme. This study emulates this approach in that it seeks to learn about perceived changes attributed to literacy acquisition from the perspectives of the beneficiaries, without imposing pre-established indicators. In the rural adult learners' view, literacy enabled lifelong learning outcomes that rivalled the results of primary schooling. Literacy programme graduates demonstrated extensive ongoing learning after they learned to read, write and calculate, consequently acquiring new literacy practices and new understandings of themselves. Even though many of those interviewed had been unable to attend school, they viewed the practices of reading and writing that they developed outside of school as equivalent to the practices of adults who had been educated in primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01