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Generational, Cultural, and Linguistic Integration for Literacy Learning and Teaching in Uganda: Pedagogical Possibilities, Challenges, and Lessons from one NGO

TitleGenerational, Cultural, and Linguistic Integration for Literacy Learning and Teaching in Uganda: Pedagogical Possibilities, Challenges, and Lessons from one NGO
Publication TypeJournal Article
Year of Publication2016
AuthorsNgaka, W, Graham, R, Masagazi, MF, Anyandru, EMoses
JournalJournal of Language and Literacy Education
Volume12
Issue1
KeywordsCulture, generation, globalization, integration, language, literacy, neoliberalism and pedagogy
Abstract

ABSTRACT: This qualitative case study focuses on a volunteer-led local NGO in Uganda to examine how integrating generations, cultures, and languages is enhancing literacy learning to help ethnically and linguistically diverse rural communities survive in the prevailing globally competitive neoliberal environment. Immersing the study in the social practices approach to literacy, the authors argue that in light of the currently globalizing world in which information, knowledge, and the emerging Information Communication Technologies (ICTs) are crucial for survival, a single approach to literacy learning that over-emphasizes formal literacy for children in an ethno-linguistically diverse nation is counterproductive, because it will only help to undermine efforts to achieve Sustainable Development Goals (SDGs). Findings from data collected through qualitative methods revealed that the NGO’s voluntary initiative is not only uniting the rural communities across generations and cultures, but also significantly contributing toward reinforcing the informal literacies and practices they badly need to tackle the diverse challenges facing the present generation. The authors recommend that since rural communities’ literacy experiences and practices are unique and diverse, efforts by all stakeholders should be directed toward supporting and sustaining such an innovative informal initiative that promotes learning and application of informal literacy practices of the rural communities so as to bridge the gap among informal, non-formal, and formal education/learning and contribute toward the realization of the SDGs.

URLhttp://jolle.coe.uga.edu/wp-content/uploads/2016/04/Ngaka.pdf
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