By Robert F. Arnove, Harvey J. Graff (auth.), Robert F. Arnove, Harvey J. Graff (eds.)
We got here to the duty of modifying this ebook from various disciplines and again grounds yet with a mutuality of curiosity in exploring the concept that of literacy campaigns in old and comparative standpoint. certainly one of us is a professor of comparative schooling who has participated in and written approximately literacy campaigns in 3rd international international locations, particularly Nicaragua; the opposite is a com parative social historian who has written on literacy campaigns in Western his tory. either one of us believed that literacy may possibly basically be understood specifically As Harvey Graff has famous, "to examine any of the methods in old contexts. which literacy intersects 'with social, political, monetary, cultural, or mental existence ... calls for tours into different records.") hence, we have now set out during this edited assortment to discover a few years of literacy campaigns in greatly varied societies: Reformation Germany, early smooth Sweden and Scotland, the nineteenth-century usa, 19th- and early twentieth-century Russia and the Soviet Union, pre innovative and innovative China, and various 3rd global international locations within the post-World conflict II interval (Tanzania, Cuba, Nicaragua, and India). moreover, we now have integrated reviews of the UNESCO-sponsored Experimental global Literacy application and up to date grownup literacy efforts in 3 industrialized Western international locations (the uk, France, and the United States).
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Extra resources for National Literacy Campaigns: Historical and Comparative Perspectives
Limage similarly draws attention to the difference between reading and writing skills in France. For the Soviet Union, Eklof distinguishes between literacy and "true education," which means use of reading and writing skills to understand the nature of one's society and being able to contribute to improvements in it-perhaps even to 5SSometimes the quantitative outcomes are not impressive. The results of the EWLP indicate that little more than ten percent of the one million individuals who participated in the program in eleven countries completed a test of literacy attainment; see Chapter 9 below.
They embraced the molding power of education only in so far as it assisted their efforts to combat the spread of heretical doctrines. As long as this aim was being achieved, little else mattered. A complete explanation for this characteristic attitude of that age cannot be attempted here, but among the Lutheran clerics it took the form of a widespread belief in the imminence of the Day of Judgment. The effect of this doctrine was to prevent the development of a philosophy of education based on the malleability of human beings.
64Conversely, a regime may lose legitimacy if it fails to mount a successful literacy campaign. This issue also merits study. 26 Robert F. Amove and Harvey J. Graff The success of large-scale mobilizations is often the function of mass organizations, such as youth, worker, neighborhood, defense, and women's associations. In turn, one structural outcome of literacy campaigns in mobilizational regimes, such as Nicaragua, Cuba, Ethiopia, the Soviet Union, and the People's Republic of China, has been the strengthening of these mass organizations.
National Literacy Campaigns: Historical and Comparative Perspectives by Robert F. Arnove, Harvey J. Graff (auth.), Robert F. Arnove, Harvey J. Graff (eds.)