Why Eat Green Cucumbers at the Time of Dying? Women's Literacy and Development in Nepal.

Autor/in	Robinson-Pant, Anna
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Why Eat Green Cucumbers at the Time of Dying? Women's Literacy and Development in Nepal.
Quelle	(2000), (221 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-820-1107-0
Schlagwörter	Adult Basic Education; Adult Education; Case Studies; Change Strategies; Community Development; Developing Nations; Educational Attitudes; Educational History; Educational Objectives; Educational Planning; Educational Research; Foreign Countries; Glossaries; Language of Instruction; Learning Processes; Lesson Plans; Literacy Education; Literature Reviews; Models; Nepali; Records (Forms); Role of Education; Rural Areas; Rural Education; School Community Relationship; Sex Differences; Teaching Methods; Theory Practice Relationship; Womens Education; Writing (Composition) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Case study; Fallstudie; Case Study; Lösungsstrategie; Community; Development; Entwicklung; Developing country; Developing countries; Entwicklungsland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Ausland; Glossary; Glossar; Teaching language; Unterrichtssprache; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Analogiemodell; Formularsammlung; Bildungsauftrag; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Sex difference; Geschlechtsunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; 'Women''s education'; Frauenbildung; Schreibübung
Abstract	The processes by which women living in rural areas of Nepal acquire literacy and deploy it for their own purposes were examined in an exploration of the diverse perspectives of policymakers, fieldworkers, and participants in gender, literacy, and development. The study combined ethnography with a research methodology called participatory rural appraisal (PRA), which began as a development planning methodology based on an empowering process that allows all people, including weaker and poorer people, to collate, present, and analyze information. The following were among the issues explored: approaches to women's literacy in Nepal; language policy in literacy programs; nongovernmental organizations versus the classroom; gender and language policy; new versus old approaches to literacy and numeracy teaching; and the role of literacy in development ideologies. The study documented how factors outside literacy classrooms, including facilitators' educational background and local concepts about education, necessitate adapting literacy practices developed in the West to the specific social contexts of rural areas in developing countries. The following are among the items in the 13 appendixes: a map of the case study areas; examples of PRA activities conducted during fieldwork; who's who in HIL (Health Is Life) and Save; notes on the Nepali caste system; HIL lesson sheet (English name writing method); Kosalee mathematics; HIL mathematics sheets; record forms to be completed by Save women's groups every month; and an example of a Save USA funding proposal. (Contains 195 references.) (MN)
Anmerkungen	For full text: http://www.unesco.org/education/uie/publications/award3.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC