Millora, Chris. 2023. ‘Social-contextual’ approaches to family literacy programmes: policy and practice lessons from Nigeria, Mexico and Nepal. Compare: A Journal of Comparative and International Education, ISSN 0305-7925 [Article] (In Press)

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Abstract or Description

Family literacy programmes have been framed as effective strategies to improve the learning and literacy of children and adults, particularly among disadvantaged families. However, a number of these programmes have been critiqued as being framed within a deficit discourse, placing the ‘problem of illiteracy’ within ‘non-mainstream’ families. Drawing from a comparative analysis of family literacy programmes from Nigeria, Mexico and Nepal, this paper aims to increase understanding of the dynamics of an alternative, social-contextual approach to family literacy. It identifies the importance of starting with families’ skills, knowledge and everyday realities to shape family literacy programming (instead of the other way round); shifting the aim from community participation to community ownership; and offering programmes that are flexible to accommodate other demands of family life. These could be useful first steps for policymakers and practitioners who are committed to developing a more situated approach to designing and implementing family literacy programmes.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1080/03057925.2023.2254231
Additional Information:	“This is an Accepted Manuscript of an article published by Taylor & Francis in 'Compare: A Journal of Comparative and International Education' on 5 September 2023, available at: https://doi.org/10.1080/03057925.2023.2254231. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.” The work was supported by the Leverhulme Trust [ECF-2021-515]; UKRI Global Research Translation Awards [EP/T015411/1].
Keywords:	Family literacy programmes; literacy as social practice; situated literacies; family literacy policies; deficit discourse
Departments, Centres and Research Units:	Educational Studies Educational Studies > Centre for Identities and Social Justice
Dates:	Date Event 22 August 2023 Accepted 5 September 2023 Published Online
Item ID:	34005
Date Deposited:	06 Sep 2023 10:21
Last Modified:	08 Sep 2023 14:32
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/34005

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