Why are non-formal adult literacy projects often judged to be ineffective? Do providers of programmes understand the motivations and ambitions of adult learners? Defenders of the REFLECT approach to literacy may stress the principles advocated by Paulo Freire, but does this necessarily make them more sensitive to learners' feelings?

A paper entitled ‘Literacies and livelihood strategies: experience from Usulutan, El Salvador’ uses an ethnographic approach to literacy to explore how adult literacy students take hold of literacy practices as part of strategic approaches to managing their lives. Challenging conventional assumptions that non-attendance in classes is indicative of lack of motivation or ability, it shows how adult learners engage with literacy as they try to relate it to their livelihoods.

The paper describes the literacy programmes of two non-governmental organisations (NGOs) which have emerged from El Salvador's 'campesino' resistance movement against the dominant right-wing aristocracy. Popular education inspired by Freire was a major focus of the campesino struggle during El Salvador’s brutal civil war. The REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) approach to literacy continues to draw from the legacy of popular struggle and empowerment.

When locals expressed interest in literacy classes but failed to show up, the NGOs argued that the 'campesinos' were so oppressed by their condition that they could not recognise the value of literacy and they blamed them for lack of determination, ambition and cooperative spirit.

The research offers an alternative explanation. Just because women see literacy classes as a waste of time does not mean they do not value literacy. They have defied stereotypes of the 'poor unlettered campesino' by opening bank accounts, obtaining loans and becoming active in the local parent-school association. Their primary aim from literacy – the ability to sign one’s name on official documents – has been achieved.

Part of the reason for not attending literacy classes is that people have established methods of using relatives who are able to read and write. The study also shows that:

• Lack of literacy does not equate to lack of social capital: of 21 community leaders in the area, only 4 can read and write yet are able to work with government power holders in ways younger more educated community members cannot.
• Absence from literacy classes can be seen as part of resistance to dominant voices and moving away from left-wing language which many feel is no longer in tune with their aspirations.

The research has implications for the wider debate over the meaning of literacy. The study suggests the need to:

• shed the simplistic view of literacy as power – a separator of the empowered from the dispossessed
• realise that it is poverty, not illiteracy, which is the primary cause for people to be excluded
• ensure that bottom-up, participatory approaches to literacy do more to recognise people's livelihood strategies and explore the poor’s strategic approaches to pursuing their aims and aspirations.

Source(s):
‘Literacies and livelihood strategies: experience from Usulutan, El Salvador’ International Journal of Educational Development 23, pp291–298, by Julia Betts 2003

Funded by: Department for International Development, UK

id21 Research Highlight: 15 June 2004

Further Information:
Julia Betts
NSP
9 Telford Court
Morpeth NE61 2DB
UK

Tel: +44 (0) 1670 500 560
Fax: +44 (0) 1670 518 448
Contact the contributor: jbetts@nsp.org.uk

Northumberland Strategic Partnership (NSP), UK

Other related links:
'Adult literacy students write their own textbooks. Actionaid's REFLECT programme'

The REFLECT website provides evaluations of their programmes

'Literacy programmes and sustainable livelihoods'

'Universal literacy: essential for development?'

'Throwing away the primer: the 'real literacies' approach to adult literacy'

'Poor return on investment? Why are literacy programmes failing to reach the poor?'