Letters, Imagined Communities, and Literate Identities: Perspectives from Rural Ugandan Women
Bibliographic record
Abstract
Historically, letter reading and writing have been pervasive across human societies, cultures, and communities (Barton & Hall, 2000). Like all literate activities, it derives its meaning and significance from how it is situated within cultural beliefs, values, and practices. Despite its prevalence, however, little is known about the meanings and uses of letter reading and writing in diverse cultural contexts. The purpose of this article is to examine the desire to independently read and write letters as a rationale for rural Ugandan women to join an adult literacy program. Drawing on sociocultural theories, and in particular, the frameworks of a literacy ecology of communities, communities of practice, and imagined communities, the authors use ethnographic techniques to explore the role of letter reading and writing in the lives of 15 women participating in an adult literacy program in 1 rural Ugandan community. The authors argue that letter reading and writing practices, personhood, and identity are intertwined within an imagined community to which these women hope to belong, and these imagined communities may play a critical role in their success in adult literacy programs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.029 | 0.020 |
| Scholarly communication | 0.010 | 0.008 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".