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کتابخانه
محل استقرار
TLpq845609443
انگلیسی
A multi-method qualitative inquiry of girls' access to education and literacy through the implementation of a critical literacy curriculum in rural Pakistan
[Thesis]
Amna Latif
L. Villaverde
The University of North Carolina at Greensboro
2010
330-n/a
Ed.D.
The University of North Carolina at Greensboro
2010
Girls' access to education and literacy in developing countries has received international significance in the past decade. This dissertation uses a qualitative approach in understanding girls' literacy in rural Pakistan. It contributes in (1) addressing issues of literacy and school enrollment through literacy dimensions, (2) identifying socio-cultural norms that affect girls' literacy, (3) understanding girls' home and school practices, and (4) critical literacy curriculum design and implementation. The documentary highlights the work during the pilot study. A total of forty girls' and women's narratives were collected to understand socio-cultural practices and girls' curricular needs. Nineteen other participants were interviewed: educational, political and religious leaders, fathers, and teachers. The analysis indicates importance of understanding literacy dimensions, including social and cultural norms that hinder a girl's access to education. Further, these norms are reiterated in a girl's life as shown through girls' family and school literacy practices. Critical literacy design using Freirean and feminist pedagogies integrated with Islamic principles show its positive impact on girls through its implementation. The findings have practical implications for educational leaders and policy makers that may potentially benefit them in increasing literacy and school enrollment among rural citizens, in particular that comprise sixty-eight percent of Pakistan's population.
Critical literacy
Education
Education access
Girls
Rural education
Social sciences
Amna Latif
L. Villaverde
مطالعه متن کتاب p
[Thesis]
276903
a
Y
