Declared ‘literate’: Subjectivation through decontextualised literacy practices
Declared ‘literate’: Subjectivation through decontextualised literacy practices
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宣布“识字”：通过脱离语境的识字实践实现主体化
DOI：
10.1080/02660830.2019.1603573
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Dipti Sherchan
中科院分区：
文献类型：
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作者：
Amina Singh;Dipti Sherchan
摘要在尼泊尔，成人识字和成人教育的概念主要由发展论述所框定，识字方案旨在扫除文盲，目的是促进该国的社会经济和人类发展。在这一努力中，某些妇女群体和少数民族被统一归类为“文盲”，并被列为此类基本和实用扫盲方案的目标群体。这一通过扫盲方案进行主观化的过程在扫盲方案参与者中强加了不充分的感觉，这进一步使他们自己的经验和所处环境的知识失效。这篇文章通过塔卡利妇女的个人叙述和她们参与话语式的识字实践的经历，说明了这种主观化和对它的抵制的过程，同时挑战了同质的“塔卡利妇女”的想法。在此过程中，文章认为，去语境的扫盲方法进一步消除了个人形成其经验和知识的社会文化、经济和历史背景，从而消除了考虑生活经验和知识的文化背景扫盲做法的必要性。
Abstract The concepts of adult literacy and adult education have been predominantly framed by the discourse of development in Nepal whereby literacy programmes are designed to combat illiteracy with the purpose of promoting the socio-economic and human development in the country. In this effort, certain groups of women and ethnic minorities have been homogenously categorised as ‘illiterate’ and constituted as target groups for such basic and functional literacy programmes. This process of subjectivation through literacy programme works to impose feelings of inadequacy among the participants of the literacy programme, which further invalidates their own experience and situated knowledge. This article illustrates this process of subjectivation and resistance to it while challenging the idea of a homogenous ‘Thakali women’ through the personal narratives of Thakali women and their experiences of engaging with the discursive practices of literacy. In doing so, the article argues that the decontextualised approach to literacy further erases the socio-cultural, economic and historical context within which the individuals form their experiences and knowledge and hence, the need for culturally contextualised literacy practices that account for lived experiences and knowledge.