Generational, Cultural, and Linguistic Integration for Literacy Learning and Teaching in Uganda: Pedagogical Possibilities, Challenges, and Lessons from One NGO

Autor/inn/en	Ngaka, Willy; Graham, Ross; Masaazi, Fred Masagazi; Anyandru, Elly Moses
Titel	Generational, Cultural, and Linguistic Integration for Literacy Learning and Teaching in Uganda: Pedagogical Possibilities, Challenges, and Lessons from One NGO
Quelle	In: Journal of Language and Literacy Education, 12 (2016) 1, S.79-103 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Sustainable Development; Literacy; Nongovernmental Organizations; Qualitative Research; Case Studies; Volunteers; Foreign Countries; Information Technology; Literacy Education; Rural Areas; Informal Education; Teaching Methods; Multilingualism; Intervention; Poverty; Partnerships in Education; Neoliberalism; Uganda + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Qualitative Forschung; Case study; Fallstudie; Case Study; Freiwilliger; Ausland; Informationstechnologie; Rural area; Ländlicher Raum; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Armut; Hochschulpartnerschaft; Neo-liberalism; Neoliberalismus
Abstract	This qualitative case study focuses on a volunteer-led local NGO in Uganda to examine how integrating generations, cultures, and languages is enhancing literacy learning to help ethnically and linguistically diverse rural communities survive in the prevailing globally competitive neoliberal environment. Immersing the study in the social practices approach to literacy, the authors argue that in light of the currently globalizing world in which information, knowledge, and the emerging Information Communication Technologies (ICTs) are crucial for survival, a single approach to literacy learning that over-emphasizes formal literacy for children in an ethno-linguistically diverse nation is counterproductive, because it will only help to undermine efforts to achieve Sustainable Development Goals (SDGs). Findings from data collected through qualitative methods revealed that the NGO's voluntary initiative is not only uniting the rural communities across generations and cultures, but also significantly contributing toward reinforcing the informal literacies and practices they badly need to tackle the diverse challenges facing the present generation. The authors recommend that since rural communities' literacy experiences and practices are unique and diverse, efforts by all stakeholders should be directed toward supporting and sustaining such an innovative informal initiative that promotes learning and application of informal literacy practices of the rural communities so as to bridge the gap among informal, non-formal, and formal education/learning and contribute toward the realization of the SDGs. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01