Assessing the impact of women's literacies in Bangladesh: An ethnographic inquiry

Maddox, Bryan

doi:10.1016/j.ijedudev.2004.11.017

Cited by 27 publications

(18 citation statements)

References 9 publications

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“…Adult literacy among women in Bangladesh as a whole is 40.8% compared with 53.9% among men. At the same time, other factors like religious seclusion, cultural norms, personal insecurity in contexts of public disorder, and/or their experiences of family and social violence (Batliwala 1994;Maddox 2005) restrict women's access to resources and decision making. Table 1 shows the position of women compared with men in Bangladesh, on various measures, and indicates marked disadvantage for women in access to key resources, by comparison with men.…”

Section: Microcredit In Bangladeshmentioning

confidence: 99%

Can microcredit worsen poverty? Cases of exacerbated poverty in Bangladesh

Jahiruddin¹,

Short²,

Dressler³

et al. 2011

Development in Practice

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Worldwide, microcredit has been recognised as a successful innovation in poverty alleviation. However, some claim that microcredit exacerbates poverty in developing countries. This study examines cases in Bangladesh where microcredit has actually worsened poverty among borrowers and investigates the underlying reasons for this adverse trend. Our results show that microcredit can exacerbate poverty in four interrelated circumstances. We argue that households living in extreme conditions of poverty who possess minimal or no surplus financial capacity to cope with contingencies are prone to adverse effects of microcredit, and suggest ways to avoid microcredit borrowers falling victims to such unintended consequences.Le microcrédit peut-il aggraver la pauvreté ? Quelques cas de pauvreté exacerbée au Bangladesh De par le monde, le microcrédit a été reconnu comme une innovation efficace en vue de réduire la pauvreté. Cependant, certains affirment que le microcrédit exacerbe la pauvreté dans les pays en développement. Cette étude traite de cas observés au Bangladesh où le microcrédit a de fait aggravé la pauvreté parmi les emprunteurs et se penche sur les raisons sous-jacentes de cette tendance négative. Nos résultats montrent que le microcrédit peut exacerber la pauvreté dans quatre situations interconnectées. Nous soutenons que les ménages qui vivent dans des conditions extrêmes de pauvreté et qui possèdent une capacité financière minime ou inexistante pour faire face aux imprévus sont sujets aux effets négatifs du microcrédit et nous suggérons des manières d'éviter que les récipiendaires de microcrédit deviennent les victimes de conséquences non voulues de ce type.O microcrédito pode agravar a pobreza? Casos de pobreza exacerbada em Bangladesh No mundo todo, o microcrédito tem sido reconhecido como uma inovação bem-sucedida na redução da pobreza. Porém, alguns afirmam que o microcrédito agrava a pobreza em países em desenvolvimento. Este estudo examina casos em Bangladesh em que o microcrédito na verdade tem agravado a pobreza entre tomadores de empréstimo e investiga as razões subjacentes para esta tendência adversa. Nossos resultados mostram que o microcrédito pode agravar a pobreza em quatro circunstâncias inter-relacionadas. Argumentamos que as famílias que vivem em condições extremas de pobreza e que possuem mínima ou nenhuma capacidade financeira excedente para lidar com contingências são suscetíveis aos efeitos adversos do microcrédito e sugerimos maneiras de se evitar que os tomadores de microcrédito tornem-se vítimas de tais consequências não pretendidas.¿Pueden los microcréditos incrementar la pobreza? Casos donde aumentó la pobreza en Bangladesh Los microcréditos han sido ampliamente reconocidos como una iniciativa eficaz para disminuir la pobreza. Sin embargo, hay quienes afirman que los microcréditos incrementan la pobreza que ya existe en los países en desarrollo. Este ensayo analiza diversos casos en Bangladesh, donde se ha comprobado que los microcréditos agudizaron la pobreza de los prestatarios, e i...

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Section: Microcredit In Bangladeshmentioning

confidence: 99%

Can microcredit worsen poverty? Cases of exacerbated poverty in Bangladesh

Jahiruddin¹,

Short²,

Dressler³

et al. 2011

Development in Practice

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“…Compare 7 identified private love letters as a highly valued practice. Maddox's (2005) work in Bangladesh describes private forms of literacy practice that are not freely discussed or displayed in public. Ethnographic research to obtain a deeper understanding of people's most valued literacy practices (and an extended list of practices) would certainly have been useful -and this must be taken into account as one of the limitations of the data.…”

Section: A Case Study From Mozambiquementioning

confidence: 99%

The value of literacy practices

Esposito

Kebede

Maddox

2014

Compare: A Journal of Comparative and International Education

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The concepts of literacy events and practices have received considerable attention in educational research and policy. In comparison, the question of value, that is, 'which literacy practices do people most value?' has been neglected. With the current trend of cross-cultural adult literacy assessment, it is increasingly important to recognise locally valued literacy practices. In this paper we argue that measuring preferences and weighting of literacy practices provides an empirical and democratic basis for decisions in literacy assessment and curriculum development and could inform rapid educational adaptation to changes in the literacy environment. The paper examines the methodological basis for investigating literacy values and its potential to inform cross-cultural literacy assessments. The argument is illustrated with primary data from Mozambique. The correlation between individual values and respondents' socio-economic and demographic characteristics is explored.

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“…One of the vernacular literacies documented in this literature is maktab literacy, a term used by Street (1984) to describe the literacy practices taking place in Islamic religious schools across the world: in West Africa (Brenner & Last, 1985;Scribner & Cole, 1981), Ghana (Herbert & Robinson, 2001), Iran (Rassool, 1995;Street, 1984), Morocco Wagner, 1986Wagner, , 1993Wagner, Messick, & Spratt, 1986), Pakistan (Rahman, 1998;Zubair, 2003), South Asia (Maddox, 2007), and Bangladesh (Maddox, 2005). In an early and seminal anthropological study of the Vai people in West Africa, Scribner and Cole documented the multiple natures of literacies, arguing that different literacies are used in different domains, such as the home, the school, and Quranic schools.…”

Section: Social Views Of Literacies: Maktab Languages and Literaciesmentioning

confidence: 99%

“…Eisenlohr (2006a) described the recitation of na'ats as an "act of piety" (p. 231). Just like women in Bangladesh, who use Arabic as an esteemed social ritual to be part of a community of practices (Maddox, 2005), Sunni Muslims in Mauritius teach and nurture the na'ats as an esteemed social ritual that distinguishes them as a particular community, the Sunni Muslims. In fact, Sunni Muslims often recite na'ats in religious gatherings (Eisenlohr, 2006b;Emrith, 1994).…”

Section: Findings From the Curriculum: Shifting Subjects Shifting Lamentioning

confidence: 99%

Multilingual Language and Literacy Practices and Social Identities in Sunni Madrassahs in Mauritius: A Case Study

Owodally

2011

Reading Research Quarterly

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This study analyzes the connections among multilingual language practices, multilingual literacy practices, and social identities in two Sunni madrassahs in Mauritius. The study is framed by sociolinguistic and poststructuralist perspectives on language and identity, and social practice views of literacy. Data collection and analysis involved observations, interviews, and the analysis of written documents. In a national context that has long rejected Mauritian Creole as a language of education and literacy, the madrassah is nonetheless a place where both oral and written Mauritian Creole, among other languages, is used to religiously educate the children. The study revealed that the madrassah is a site where multilingual, multiliterate, and multiscriptural practices are used as resources to provide religious instruction, while at the same time being a place where fluid identities are shaped and negotiated through these resources. These findings suggest that dichotomies between institutionalized and local vernacular literacies and between religious and secular identities do not reflect the complexity of identities being constituted and expressed at the observed madrassahs. Speakers and readers may use multiple oral and written codes to negotiate social identities, with some identities being more negotiable than others. تحلل هذه الدراسة العلاقات بين ممارسات اللغة المتعددة الألسن، ممارسات القراءة والكتابة المتعددة الألسن والهوايات في مدرستين دينيتين في جزر موريشيوس. هذه الدراسة في إطار وجهات نظر سوسيولغوية وما بعد البنيوية حول اللغة والهوية وآراء الممارسة الاجتماعية لتعليم القراءة والكتابة. تضمن جمع البيانات والتحليل ملاحظات ومقابلات، وتحليل الوثائق المكتوبة. في إطار سياق وطني, رُفض "الكريول" الموريشي لمدة طويلة كلغة للتعليم والقراءة والكتابة، مع أن المدرسة الدينية تعتبر مكانا، حيث نجد أن "الكريول الموريشي" المكتوب والشفوي؛ إضافة إلى لغات أخرى، يُستعمل دينيا من أجل تعليم وتربية الأطفال. كشفت الدراسة أن المدرسة الدينية مكان تُستخدم فيه ممارسات تعدد اللغات وتعدد القراءة والكتابة وتعدد الديانات كمورد لتوفير التعليم الديني، بيد أنها تعتبر في الوقت نفسه مكانا تُشكَل وتتحاور فيه الهويات السائلة من خلال هذه الموارد. تشير هذه النتائج على أن الانقسامات بين القراءة والكتابة المؤكدة على النظام واللغة العامية المحلية، وبين الهويات الدينية والدنيوية لا تعكس الطابع المعقد للهويات المشكّلة والمعرب عنها في المدارس الدينية قيد الملاحظة. قد يستخدم المتكلمون والقراء رموزا شفوية وخطية متعددة من أجل التعبير عن هويات اجتماعية، مع كون بعض الهويات أكثر تداولا من غيرها. 本研究分析在毛里求斯两所逊尼派回教学校里，多语种的语言实践、多语种的读写文化实践，以及身份认同之间的关系。研究的理论框架，是以社会语言学与后现代主义之视角来观察语言和身份认同，并以社会实践的观点来看待读写文化。研究资料的收集与分析，包括有观察、访谈及书面文件资料分析。在毛里求斯国内，毛里求斯克里奥尔语一直被拒绝成为一种教育与读写语言，尽管如此，在回教学校里，其他语言及毛里求斯克里奥尔语的口语及书面，却用来对儿童进行宗教知识教育。本研究显示，回教学校是一个使用多种语言、多模态读写文化及多元圣经实践作为资源来提供宗教教学的地方，同时，也是一个透过这些资源来塑造及商定易变的身份认同的地方。这些研究结果更显示，以二分法的视角来把读写文化分看成制度化与地方性的读写文化，把身份认同分看成宗教与世俗的身份认同，并不能反映出在回教学校里所观察到有关身份认同在形成及表达过程中的复杂性。讲话者或阅读者，可以使用多种口头语和书面语的语言法则来商定社会身份认同，而某些社会身份认同比其他的社会身份认同较为容易协商。 Cette étude analyse les relations entre des pratiques de langue multiples, des pratiques de littératie multiples et des ...

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Assessing the impact of women's literacies in Bangladesh: An ethnographic inquiry

Cited by 27 publications

References 9 publications

Can microcredit worsen poverty? Cases of exacerbated poverty in Bangladesh

Can microcredit worsen poverty? Cases of exacerbated poverty in Bangladesh

The value of literacy practices

Multilingual Language and Literacy Practices and Social Identities in Sunni Madrassahs in Mauritius: A Case Study

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