The intergenerational transmission of written and non-written literacy practices between indigenous women and their children in the Peruvian Andes

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This ethnographic study will investigate developmental initiatives and literacypractices in two Quechua communities in the Peruvian Andes, with a focus onwomen and their literacy experiences, and how these impact their children.Women and development have been widely studied (Aikman and Unterhalter2005; King and Hill 1993; Stromquist 1996; UN Women 2014), as have indigenousepistemologies (Allen 2002; Canessa 2012; de Ia Cadena 2015); and efforts havebeen made to incorporate indigeneity into developmental provision since the early1990s (UNESCO 1995). This study will examine the tensions arising fromplanners' attempts to integrate these approaches in practice, and analyse thedifficulties that persist in this third decade of their implementation. As acollaborative project with Asociaci6n Servicios Educativos Rura/es- SER (RuralEducation Services Association), this study considers the implications ofreconciling these previously divergent issues for both NGOs and indigenouscommunities. The project's specific focus on literacy practices includes not onlyalphabetic literacy experiences shown through reading and writing abilities, butalso encompasses a broader definition of literacy, which incorporates non-writtenliteracy practices as channels of indigenous knowledge dissemination and formsof inscription (Hill Boone and Mig nolo 1994; Salomon and Nino-Murcia 2011 ). Theoverarching question of how successfully the approaches have been broughttogether will be specifically examined through women and their literacy practices;the project will examine how and what women learn and what impact this has ontheir children's engagement with alphabetic and non-alphabetic literacy practices.Findings will be shared with SER and other relevant organisations.