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Literacy practices in Karagwe: a study of relevant schooling in rural Tanzania

Participant Åsa Wedin

The situation for education in Tanzania, as in many other countries in the third world, has a downward trend and the factors causing this trend are many. The objective of this PhD study is one of them - the lack of connection between what happens in Tanzanian schools and the surrounding society.

This project is a study in five villages in Karagwe district in Kagera, Tanzania, with focus on the roles and uses of literacy. This means that literacy practises both in the schools and in the societies and the peoples understanding of literacy will be studied. As literacy is one aspect of language and is close connected with knowledge and learning, the study will also focus on peoples understanding of language, knowledge and learning.

Main questions that will form the base for the research are:

  • What different literacy practices are there in the area?
  • In what ways do local educational traditions in the area influence what happens in school?
  • What does the communication system between school and society look like?

With the out-comings as a base an understanding of how different social groups take knowledge from the world and of the connection between local discourse patterns in the society and in the schools may be found.

The study is carried out by using ethnographic methods.

The thesis is co-supervised by Karsten Legère.

Project-related papers and reports

Wedin, Åsa. 2004. Literacy practices in and out of school in Karagwe: the case of primary school literacy in rural Tanzania. Dissertations in bilingualism, n 11. Stockholm: Centre for Research on Bilingualism, Stockholm University. ISBN 91-7265-952-1. Pp 193.


Afrikanska språk

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Sidansvarig: Annika Andersson|Sidan uppdaterades: 2010-06-30

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