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How to write if you cannot write:How to write if you cannot write:
Collaborative everyday literacy in rural GambiaCollaborative everyday literacy in rural Gambia
Kasper Juffermans
Tilburg University
Literacy in a modern, multicultural village in southwest GambiaTwo literacy moments/documents
Ba-Abdoulie’s letter L.’s telephone booklet
1. Ba-Abdoulie’s letter: communication scheme, repertoires
2. the Nescafé telephone booklet
L.’s telephone booklet [1, 20], designed by Nescafé Senegal
the Nescafé telephone booklet [2, 3]
the Nescafé telephone booklet [4, 5]
the Nescafé telephone booklet [6, 7]
the Nescafé telephone booklet [8, 9]
the Nescafé telephone booklet [10, 11]
the Nescafé telephone booklet [12, 13]
the Nescafé telephone booklet [14, 15]
the Nescafé telephone booklet [16, 17]
the Nescafé telephone booklet [18, 19]
L.’s Nescafé telephone booklet
form and content analysis – the booklet in use by L.participant observation: entering my telephone number
KJ = Malang Sonko; 6222606 L. starts on the first available page
shaky, from right to left younger sister takes over:
“six triple two…” 633 > 6222…
from left to write
(laughter) L. demonstrates literacy skills in Arabic
uses Arabic numberals from right to left
instable, problematic competence ignores these skills; self-identifies as
illiterate; prefers to be helped
Literacy in a modern, multicultural village in southwest Gambia
concluding remarkson literacy as a local practice
local economy of literacy: scarcity of paper and stationarieshybrid normativity: Arabic and Anglofranco orthographic conventionsabsence of local languages as languages of literacyEnglish only regime of literacy:
› disqualifies non-English competences
› creates functional illiteracy
on collaborative literacyilliteracy not necessarily stigmatising (seniority, respect)many ‘illiterates’ make use of literate practices in their everyday lives
by appealing to (younger) ‘literate’ community membersdoing literacy, being literate togethercollaborative literacy often intergenerational