Women teaching women: perspectives of Caritas Egypt adult literacy educators on their work and literacy
Notice bibliographique
Résumé
The conspicuous absence of the voices of adult literacy educators from countries located in Africa, Asia and Latin America has limited the possibilities of improving the practices of teaching literacy and educating the large populations of non-literate adults in countries such as Egypt where eighteen million currently reside.The present study aimed to present the perspectives of Upper Egyptian adult literacy educators associated with a Freirean based program run by Caritas Egypt on work and literacy.Caritas Egypt educators were selected because despite many difficulties, they have proven particularly effective in teaching other nonliterate women, although until the present study, this has not been studied systematically.Moreover, these educators continue to teach for many years.Why is that?The present study investigated the reasons they chose to be adult educators, the problems they faced in the course of their work, and why they nevertheless continued.The study was informed by the theoretical frameworks of New Literacy Studies and the writings of Paulo Freire.Both literacy and its teaching are social practices that are ideological, contextual and power-laden.The low status of adult literacy within the educational field is reflected in the low status of the adult literacy educators who normally receive little remuneration, training and support.Life history methodology was particularly suited to investigating participants in their own contexts and the different contextual and personal factors affecting the educators' choices and experiences.Thirty-two educators participated in small focus groups and ten were interviewed individually.The data was analyzed and presented thematically.In addition, the life histories of four individual educators with different personal characteristics were also presented.Most of the participants explained that they initially took the job because it was the only one they found however they have continued to work because they benefitted as much as they benefitted others.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».