TY - JOUR
T1 - Salvadoran campesinos/as' literacy practices and perceptions of the benefits of literacy
T2 - A longitudinal study with former literacy participants
AU - Prins, Esther
PY - 2010/7
Y1 - 2010/7
N2 - This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior research highlighting the unpredictable consequences of literacy education. Although some personal changes were ephemeral, learners nevertheless identified long-term psychosocial and interpersonal benefits, which they attributed mainly to the rituals of social interaction they practiced in literacy classes. These findings underscore the social dimensions of literacy education.
AB - This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior research highlighting the unpredictable consequences of literacy education. Although some personal changes were ephemeral, learners nevertheless identified long-term psychosocial and interpersonal benefits, which they attributed mainly to the rituals of social interaction they practiced in literacy classes. These findings underscore the social dimensions of literacy education.
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U2 - 10.1016/j.ijedudev.2009.12.001
DO - 10.1016/j.ijedudev.2009.12.001
M3 - Article
AN - SCOPUS:77952427416
SN - 0738-0593
VL - 30
SP - 418
EP - 427
JO - International Journal of Educational Development
JF - International Journal of Educational Development
IS - 4
ER -