Literacy for What? Literacy for Whom? The Politics of Literacy Education and Neocolonialism in UNESCO- and World Bank–Sponsored Literacy Programs

Abstract

This article explores literacy education, especially the kinds practiced and promoted by organizations such as the World Bank and the United Nations Educational, Scientific, and Cultural Organization (UNESCO), as a form of neocolonialism. Although researchers in other educational contexts have examined how schooling and education operate as a form of neocolonialism, little research has been conducted exploring this connection within adult literacy education. Using postcolonial theory and Thomas and Postlethwaite's framework for analyzing neocolonialism in educational systems, the authors present findings from a qualitative textual analysis of UNESCO- and World Bank—sponsored publicity and policy documents in which they examined two dimensions of literacy programs sponsored by UNESCO and the World Bank: (a) the purposes of literacy and (b) the funding of programs. Despite progressive shifts in how literacy is defined and practiced from colonialist Western control to local governance, for these shifts to continue, financial structures must be reorganized.

Cooperação Internacional, Desenvolvimento Ultramar, Assistência Estrangeira: breve revisão histórica e bibliográfica sobre a ajuda externa oficial

“…Há ainda uma quantidade respeitosa de trabalhos que denunciam projetos de alfabetização do Banco Mundial e da UNESCO voltados à África e ao Pacífico Sul como uma tentativa de dominação cultural e simbólica para facilitar a dominação econômica desses povos (WICKENS; SANDLIN, 2007;BIRAIMAH, 2005). A mesma crítica pode ser estendida ao projeto do Banco Mundial de financiamento de universidades africanas nos anos de 1970 e 1980, que resultaram no desmantelamento do ensino superior público nos países receptores dos fundos e o consequente barateamento da mão de obra (COLLINS; RHOADS, 2010;CAFFENTZIS, 2000).…”

When Investment in Basic Skills Gives Negative Returns

“…This focus and investment is not unique to Norway, but rather reflects international discourse which consistently relates skill levels to economic growth (OECD, 2015b;Reder, 2013;Wickens & Sandlin, 2007). In the light of this investment, we seek to identify and discuss associated trends in adult performance on tests of basic skills, thus promoting an understanding of lifelong and lifewide skill development (Reder, 2013;Rogers, 2011).…”

Challenges and Responsibilities Facing Canadian Literacy Researchers Working in Global Communities

“…However, we argue that additional challenges and considerations come into play when research carried out in -developing countries‖ is funded by alternative sources such as those listed above. In such situations, relationships between the cultures of the Academy and these alternative funders can be marked with tensions and dilemmas about research purposes, theoretical perspectives, research designs, ethical procedures and researcher roles (Choudry, 2007;Cranshaw, 1985;Fetterman, 1984;Luke, 2003;Maclure, 2006;Samoff, 1996;Wickens & Sandlin, 2007). These are pressing matters to be addressed by Canadian literacy scholars in light of the growing understanding of the role of researchers in perpetuating intellectual dependency in countries entering the global knowledge economy.…”