Challenging the Orthodoxy of Literacy: Realities of Moving from Personal to Community Empowerment through "Reflect" in Ghana

Autor/in	Tagoe, Michael
Titel	Challenging the Orthodoxy of Literacy: Realities of Moving from Personal to Community Empowerment through "Reflect" in Ghana
Quelle	In: International Journal of Lifelong Education, 27 (2008) 6, S.707-728 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Empowerment; Community Development; Self Efficacy; Economic Change; Foreign Countries; Political Issues; Critical Theory; Educational History; Qualitative Research; Evaluation Research; Educational Theories; Females; Poverty; Socioeconomic Influences; Ghana + Suchen Sie Ihr Suchwort? Community; Development; Entwicklung; Self-efficacy; Selbstwirksamkeit; Ökonomischer Wandel; Ausland; Politischer Faktor; Kritische Theorie; History of education; Bildungsgeschichte; Qualitative Forschung; Evaluationsforschung; Educational theory; Theory of education; Bildungstheorie; Weibliches Geschlecht; Armut; Sozioökonomischer Faktor
Abstract	In the last decade, the "Reflect" approach--an alternative to the "great divide" theory of literacy--has gained wider currency in developing countries because of its ability to deal with social, cultural and political issues by placing the identification and solution of local problems in the hands of local people. In Ghana, ActionAid International Ghana (AAIG) has supported "Reflect" in the Upper East, Northern, Upper West, Brong Ahafo and Greater Accra regions. An evaluation of the literacy circles showed that whilst women's self-efficacy had increased since joining the literacy circles, the progression from personal to community empowerment has been very slow as communities still perceive AAIG as the "donor" and the communities as "recipients" of funds, rather than become empowered to demand accountability from district assemblies for development projects. Fewer opportunities have been created by communities to facilitate wider socio-economic change where they could use the PRA as a tool to assert their right to development. (Contains 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10