NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824617
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0950-0782
Culture and Identity in Rural Africa: Representation through Literacy
Holmes, John
Language and Education, v22 n6 p363-379 2008
Recently throughout Africa, there has been an increase in mother tongue primary education in minority language communities. There are many reasons for justifying this innovation, one of which is that local cultures are strengthened by mother tongue literacy. This paper examines the link between literacy and culture through the outcomes of a series of drama workshops carried out in a rural school in Eritrea where mother tongue education had been introduced in 2000. By using a Freirian approach, the children were encouraged to identify and discuss the issues of most concern to them. The dramas were performed in front of the community and discussed. This enabled us to identify the choices of language that the children made, the genres that they could already use and their own attitudes to their mother tongue. We were also able to identify more clearly the nature of the link between literacy and culture and suggest possible ways in which this could be further investigated and developed.
Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Eritrea