Adult literacy education and human rights

A view from Afghanistan

Datos Bibliográficos

ID12726142
AutoresSusan M Andersen (New York University, autor de correspondencia), Christina S Kooij (New York University)
Año2007
Volumen5
Número3
Páginas315-331
Fecha de publicación2007-10-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGlobalisation Societies and Education (JOURNAL)
Identificadores de la revistaISSN: 1476-7724 • E-ISSN: 1476-7732
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14767720701662022
OpenAlexW2053193862
IdiomaEN
Citas recibidas1
Referencias citadas25

In this article, we argue that adult literacy as part of international development is an issue of both human rights and women’s rights. We explore this by presenting a case study of the effects of one innovative adult literacy program in Afghanistan that places men and women, as well as various ethnicities, together in the same classroom as couples, using principles that social psychological research has shown can reduce inter‐group tension and interpersonal discord. We focus on interviews with the married couples taking part in this program. They learn to support each other’s learning, and to treat each other with respect and kindness in spite of differences. These interviews indicated that they felt their newfound literacy skills had changed their daily lives, their view of themselves and their relationships with spouse, family and community, even nation. Since the vast majority of Afghans cannot read or write, the findings stand as a reminder that literacy education can have transformative value and that action and funding remain as needed as ever

Action (physics · Ethnic group · Human rights · Interpersonal communication · Kindness · Literacy · Pedagogy · Political science · Public relations · Sociology · Spouse · Transformative learning · Value (mathematics · Education and Critical Thinking Development · Gender Studies · Law · Psychology · Social Psychology