Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g83G2YX04726; Tue, 3 Sep 2002 12:02:34 -0400 (EDT) Date: Tue, 3 Sep 2002 12:02:34 -0400 (EDT) Message-Id: <sd747948.081@nmail.epcc.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Andres Muro" <AndresM@epcc.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2268] Re: the role of slogans X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 X-Mailer: Novell GroupWise 5.5.5 Status: O Content-Length: 3541 Lines: 63 I f.....ing hate slogans. They are often used by politicians who are not doing anything, but they cover their butts with slogans. GW's is "No Child Left Behind". GB's was that he was the "Education President". People come up with shallow meningless solgans and then, they don't have to do anything else, and others think that they are working very hard for education. Historically, the slogans that you cite carry some baggage. If we deconstruct them, we will find political motivation behind them, so they have to be analyzed in context. From a Freirian perspective, education is the process of becoming conscious of the historical forces that have shaped our sopcial context. Accepting the slogans, without questioning them is accepting any type education, ie: education to hate arabs, jews??. Andres >> alcdgg@langate.gsu.edu 09/03/02 06:30AM >>> At the bottom of Ujwala's posting, she mentions a few slogans: "each one teach one", "teach the mother and reach the child", "education for all" I am curious, do people think that slogans are a good idea? Daphne Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 phone: 404-651-0127 fax:404-651-4901 dgreenberg@gsu.edu >>> usamant@comcast.net 08/30/02 19:32 PM >>> >>Again, it's interesting to note how international development theory and even policy at this point, acknowledges that if you educate women it helps with production, etc., but there's nothing that states that women and children make up the majority of the world's population and that it makes sense to work to end the obstacles that would allow women and children economically, spiritually, physically and emotionally health and growth just because that's what they deserve in their own right and not for any other means or purpose.<< Actually people like Boserup, Omvedt, Sen, Karlekar, Tinker, Mies and others have discussed the obstacles to women's development and Ramdas, amongst others have stated that lack of access to education is what is behind the gulf between educated (or literate) men and women. There has also been work done on how if literacy is not demonstrably linked to employment and socio-economic advancement, there is almost no value seen in learning. A number of UNIFEM listserv discussions, country reports also address this point. In my own research this is a point I've repeatedly made: that access to education, whether in the US or in India, is a key factor in keeping women out of the sphere of education. What needs to be reinforced in my opinion, is that lip service has been paid to the issue of access in every report, and all these "year of the child", "international year of literacy" mean nothing except ribbon-cutting and verbose promises, which rarely translate into concrete financial or educational programmes. Programmes which have worked, have been innovative ones, often at a grassroots level (www.pratham.org for example) which have to keep the search alive for funding, as opposed to getting some sort of recognition or renewed funding. I've been reading the discussion and wondering about what could be added to make it really incisive, and how to include a more practitioner and learner perspective from different levels and how to make it forceful. It's been hard because a lot has been said, clichÚs abound, and catchy slogans like "each one teach one", "teach the mother and reach the child", "education for all" are everywhere. It's not easy. regards Ujwala Samant
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