LEADER 03315oam  2200685I  450 
001 9910451004503321
005 20200520144314.0
010   $a1-134-35333-2
010   $a1-138-86657-1
010   $a1-280-05150-7
010   $a0-203-30023-8
024 7 $a10.4324/9780203300237 
035   $a(CKB)1000000000256213
035   $a(EBL)200486
035   $a(OCoLC)71802712
035   $a(SSID)ssj0000313508
035   $a(PQKBManifestationID)11212980
035   $a(PQKBTitleCode)TC0000313508
035   $a(PQKBWorkID)10354227
035   $a(PQKB)10482578
035   $a(MiAaPQ)EBC200486
035   $a(Au-PeEL)EBL200486
035   $a(CaPaEBR)ebr10094125
035   $a(CaONFJC)MIL5150
035   $a(EXLCZ)991000000000256213
100   $a20180331d2004      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aWomen, literacy, and development $ealternative perspectives /$fedited by Anna Robinson-Pant
210  1$aLondon ;$aNew York :$cRoutledge,$d2004.
215   $a1 online resource (272 p.)
225 1 $aRoutledge studies in literacy ;$v1
300   $aDescription based upon print version of record.
311   $a0-203-34889-3 
311   $a0-415-32239-1 
320   $aIncludes bibliographical references and index.
327   $aBook Cover; Title; Copyright; Contents; List of illustrations; Notes on the contributors; 1 'The illiterate woman'; 2 Distorted mirrors; 3 Implications of the New Literacy Studies for researching women's literacy programmes; 4 Creating the gender text; 5 Qualitative methods in researching women's literacy; 6 A self-reflexive analysis of power and positionality; 7 Functional literacy, gender and identities; 8 'Women are lions in dresses'; 9 Closing the gap; 10 Women, literacy, development, and gender; 11 'I will stay here until I die'; 12 'Literacy brought us to the forefront'
327   $a13 Functional participation14 'Out of school, now in the group'; Afterword; Index
330   $aWomen's literacy is often assumed to be the key to promoting better health, family planning and nutrition in the developing world. This has dominated much development research and has led to women's literacy being promoted by governments and aid agencies as the key to improving the lives of poor families. High dropout rates from literacy programmes suggest that the assumed link between women's literacy and development can be disputed. This book explores why women themselves want to learn to read and write and why, all too often, they decide that literacy classes are not for them.
410  0$aRoutledge studies in literacy ;$v1.
606   $aLiteracy$zDeveloping countries$vCase studies
606   $aLiteracy programs$zDeveloping countries$vCase studies
606   $aWomen$xEducation$zDeveloping countries$vCase studies
608   $aElectronic books.
615  0$aLiteracy
615  0$aLiteracy programs
615  0$aWomen$xEducation
676   $a302.2/244/091724
686   $a17.21$2bcl
701   $aRobinson-Pant$b Anna$f1960-$0987016
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910451004503321
996   $aWomen, literacy, and development$92255554
997   $aUNINA