Nicaragua: Literacy and revolution

Cardenal, Fernando; Miller, Valerie

doi:10.1007/bf02220155

Cited by 5 publications

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“…17 The brunt of actual teaching fell on some 100,000 volunteers, divided between about 35,000 who taught in towns and a further 65,000 who formed the Popular Literacy Army (PLA), which moved from city to country during the Campaign. During the Nicaraguan Campaign (1980), more than 225,000 literates volunteered to do literacy work, out of a population of 717,000 aged ten and above, of whom some 50% were illiterate.…”

Section: The Campaign Patternmentioning

confidence: 99%

Yough, literacy and participation

Gillette¹

1985

Int Rev Educ

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The number of illiterates in the world continues to grow. Simultaneously, there are few if any literacy efforts in the world today that do not depend upon the energies and skills (and sometimes ideas) of young people. Youth's participation in the provision of literacy, in some industrialized as well as in many developing countries, is classified according to three patterns: the project pattern, the programme pattern, and the campaign pattern. The project pattern is not seen to hold out the prospect of enabling youth to make serious inroads into growing illiteracy. Conversely, the campaign pattern seemed largely exceptional. Suggestions are made to draw on elements of both the project and the campaign patterns to show ways of enriching, systematizing and generalizing the programme pattern.Zusammenfassung -Die Zahl der Analphabeten in der Welt w~ichst st~indig. Gleichzeitig aber gibt es heutzutage wenig Alphabetisierungsbestrebungen, die nicht von den Kr~iften und F~ihigkeiten -(und manchmal auch den Ideen) -junger Leute abh~ingen. Die Teilnahme Jugendlicher an Alphabetisierungsvorhaben werden in einigen Industriel~indern ebensowie in zahlreichen Entwicklungsl~indern in drei Gruppen unterteilt" dem Projekt-, dem Programm-und dem Kampagnemuster. Das Projektmuster stellt nicht in Aussicht, dab Jugendliche die MSglichkeit haben, ernsthaften Fortschritt mit dem Problem des wachsenden Analphabetentums zu machen. Andererseits erscheint das Kampagnemuster zum gr/SfSten Teil nicht wiederholbar. Es werden Vorschl~ige unterbreitet, Elemente sowohl aus dem Projekt-als auch aus dem Kampagnemuster einzubeziehen, um aufzuzeigen, wie das Programmuster bereichert, systematisiert und verallgemeinert werden kann.R6sum6 -Le nombre d'analphab~tes adultes ne cesse de croStre dans le monde. En m~me temps, seuls peu d'efforts d'alphab6tisation -peut-&re aucun -ne d6pendent pas, dans le monde d'aujourd'hui, de l'6nergie et des comp&ences (et quelquefois des id6es) des jeunes. Dans quelques pays industrialis6s comme dans de nombreux pays en d6veloppement, la participation des jeunes ~t l'offre d'alphab6tisation peut ~tre class6e selon trois modules: le mod~le-projet, le modUle-programme et le modOle-campagne. Quelle que soit sa valeur symbolique, le modble-projet n'offre pas la possibilit6 aux jeunes de faire de s6rieuses incursions dans l'analphab6tisme croissant. Inversement, le modble-campagne semble ~tre exceptionnel dans une large mesure. II semble, cependant, possible de tirer des 616ments des deux modules -projet et campagne -pour sugg6rer des approches et des moyens d'enrichir, syst6matiser et g6n6raliser le modble-programme.

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Section: The Campaign Patternmentioning

confidence: 99%

Yough, literacy and participation

Gillette¹

1985

Int Rev Educ

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“…Çalışmanın konusu olan Nikaragua okuma yazma kampanyasını inceleyen alana ilişkin olarak çok sayıda akademik çalışmanın bulunduğu da ortaya çıkmaktadır (Angus, 1980;Cardenal Martínez, 1980;Tünnermann Bernheim, 1980;Arnove, 1981;Cordero ve Monge, 1981;Deiner, 1981;Armas, 1984;MacAdam, 1984;Kleinbach, 1985;Rodríguez, 1990;Sandiford vd., 1994;Jiménez, 1998;Baracco, 2004;Hanemann, 2006;Vannini, 2007;Parra, 2008;Terradellas ve Parra, 2008;Bender-Slack, 2018;Miller, 2019;Bender-Slack, 2020). Bu çalışmalarda da: Torres (1980), Cardenal ve Miller, (1982), devrim ve okuryazarlığı; Flora vd. (1983), Nikaragua okuma yazma kampanyasının siyasi bilinç üzerindeki etkisini; Lankshear (1986), Nikaragua'da okuma yazma hakkını; Lankshear vd.…”

Section: Introductionunclassified

1980 Nikaragua Okuryazarlık Kampanyası’ndaki Propaganda Posterlerinin Kitap Okuma Boyutunda İncelenmesi

Gazi¹,

Çaki²,

Karaca³

et al. 2021

Turk Kutuphaneciligi - Turkish Librarianship

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Kampanyada okuryazarlığın ve kitap okumanın önemine vurgu yapılması amacıyla propaganda posterlerinden etkin bir şekilde yararlanılmıştır. Kampanya, 1980 yılında UNESCO Nadezhda K. Krupskaya okuryazarlık ödülüne layık görülmüştür. Çalışmada okuryazarlık kampanyasında okuryazarlığın ve kitap okumanın teşvik edilmesi amacıyla propaganda posterlerinden ne şekilde yararlanıldığı ortaya konulmaya çalışılmıştır. Bu amaçla çalışmada Amsterdam'daki Uluslararası Sosyal Tarih Enstitüsü'nden (Internationaal Instituut voor Sociale Geschiedenis) propaganda posterlerine ulaşılmış ve ulaşılan propaganda posterlerindeki görsel ve yazılı göstergeler, ABD'li dilbilimci Charles William Morris'in göstergebilimindeki üç boyutu ışığında analiz edilmiştir. Elde edilen bulgularda, propaganda posterleri üzerinden okuryazarlığın insanları özgürleştirdiği ileri sürülerek ve okuryazarlık devrimle özdeşleştirilerek insanların okuryazar olmasının ve kitap okumasının teşvik edilmesine çalışıldığı ortaya çıkarılmıştır.

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Critical literacy and emancipatory politics: The work of Paulo Freire

Mayo

1995

International Journal of Educational Development

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Nicaragua: Literacy and revolution

Cited by 5 publications

References 0 publications

Yough, literacy and participation

Yough, literacy and participation

1980 Nikaragua Okuryazarlık Kampanyası’ndaki Propaganda Posterlerinin Kitap Okuma Boyutunda İncelenmesi

Critical literacy and emancipatory politics: The work of Paulo Freire

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