A multi-method qualitative inquiry of girls' access to education and literacy through the implementation of a critical literacy curriculum in rural Pakistan

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Amna Latif (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Leila Villaverde

Abstract: Girls' access to education and literacy in developing countries has received international support and significance in the past decade. This dissertation uses a multimethod 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) understaning girls' home and school practices, and (4) critical literacy curriculum design and implementation. The attached documentary highlights the work during the pilot study. A total of 40 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 the importance of understanding literacy dimensions and 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 68 percent of Pakistan's population.

Additional Information

Publication
Dissertation
Language: English
Date: 2010
Keywords
Critical literacy design, Feminist, Islam, Literacy, Multi-Method Qualitative, Pakistan
Subjects
Feminism and education.
Critical pedagogy.
Girls $x Education $z Pakistan.
Rural schools $z Pakistan.
Literacy $x Women $z Pakistan $x Social conditions.
Educational attainment $x Women $z Pakistan.
Social change.