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This book is an ethnographic study of the practices and purposes of
women attending literacy classes in Egypt. Beginning in two rural
classes, the research progresses to focus on two urban classes,
including Muslim and Christian women, from teenage years to those
in their fifties. The construction of literacy in performance-based
classrooms, and in common, socially-held understandings of
learning, disallows much of the women's own experiences, literacies
and identities. Community attitudes around roles and gender affect
attendance at literacy classes more than the motivation of
individuals. Literacy policies could be more effectively directed
towards reshaping community values as well as persuading
individuals. At the same time, literacy lessons need to be shaped
around what women want to read and write, making more use of the
texts in women's lives, and particularly their own writing. This
research is useful to those working in adult literacy or
development, particularly among women or in the Middle East.
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