Training Teachers As Researchers in Adult and Non-Formal Education

TRAINING OF TEACHERS AS RESEARCHERS IN TRAINING OF TEACHERS AS RESEARCHERS IN ADULT AND NON-FORMAL EDUCATION ADULT AND NON-FORMAL EDUCATION

LETTER: Learning for Empowerment Through LETTER: Learning for Empowerment Through Training in Ethnographic-style ResearchTraining in Ethnographic-style Research

ORIGINS

Coming together of a) adult education b) New Literacy Studies/ethnography

TEACHING ADULTS

“Start where they are”

Usually done in ag-ext but not in health, literacy-numeracy and other adult programmes

No training in how to find out

LIMITATION OF TRADITIONAL APPROACHES

Choose sample Ask questions Accept answers (triangulation) Draw conclusions

Sample taken to be typical They are our questions Cannot often answer (unconscious learning) Conclusions need to be tested: (“when not true?”)

ETHNOGRAPHICAL APPROACHES

Move from skills to practices (in agric-ext; also health etc; but rarely in literacy/numeracy)

telling case studies look through their eyes observation (espoused theories vs theories in practice) can gain general conclusions but not necessarily typical.

THE DELHI PROGRAMME

Approach from Nirantar 2000 – gap between home and school epistemologies

The participants The resource persons The funding Workshop 1 – Ethnography (practicum) Research projects Workshop 2 – revise and application

No workshop 3

Publication – Exploring the Everyday

THE ETHIOPIAN PROGRAMME

Approach from ANFEAE They raised funds The participants The resource persons Workshop 1 – Ethnography with practicum (report) Research Projects Workshop 2 – Ethnography Guidelines Research Projects and training event Workshop 3 – Building findings into learning programmes

WORKSHOP 1

WORKSHOP 2

PLANNED OUTCOMES

Publication in three parts: a) What is ethnographical approach?; why is it important?

how do we do it? b) Case studies c) Implications of findings for our teaching programmes

Group of trainers to cascade

We hope to get there!!!!

ONE CASE STUDY MICRO-CREDIT SCHEME: four women traders a) two women combined multiple occupations, not just one (banana selling; araki; cloth selling) place of religion secrecy (banana selling) no role for formal literacy/numeracy

b) one woman (cheka; sheep)

c) one woman loss of funds; sale of cow now selling pepper and salt disillusion

What are implications of this for our non-formal education programmes?

ONE CASE STUDY