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

这项人种学研究将调查秘鲁安第斯山脉两个盖丘亚族社区的发展举措和识字做法，重点是妇女及其识字经历，以及这些举措如何影响其子女。妇女与发展已得到广泛研究(Aikman和Unterhalter2005年；King and Hill 1993年；Stromquist 1996年；妇女署2014年)，以及土著认识论(Allen 2002年；Canessa 2012年；de Ia Cadena 2015年)；自1990年代初以来一直努力将土著遗传纳入发展提供(教科文组织1995年)。这项研究将审查规划者试图将这些方法整合到实践中所产生的紧张局势，并分析在实施这些方法的第三个十年中仍然存在的困难。作为与农村教育服务协会的一个合作项目，这项研究考虑了调和这些先前存在分歧的问题对非政府组织和土著社区的影响。该项目对扫盲做法的具体关注不仅包括通过阅读和写作能力显示的字母顺序的扫盲经历，而且还包括对扫盲的更广泛的定义，将非书写扫盲做法作为土著知识传播的渠道和铭文的形式(Hill Boone和Mig nolo，1994；所罗门和尼诺-穆尔西亚，2011年)。这些方法如何成功地结合在一起，这一首要问题将通过妇女及其识字实践进行具体审查；该项目将审查妇女如何学习以及学习什么，以及这对她们的孩子参与字母和非字母识字实践有什么影响。研究结果将与SER和其他相关组织分享。

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.