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Presentation by Alan Rogers at UEA
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TRAINING OF TEACHERS AS RESEARCHERS IN TRAINING OF TEACHERS AS RESEARCHERS IN ADULT AND NON-FORMAL EDUCATION ADULT AND NON-FORMAL EDUCATION
LETTER: Learning for Empowerment Through LETTER: Learning for Empowerment Through Training in Ethnographic-style ResearchTraining in Ethnographic-style Research
ORIGINS
Coming together of a) adult education b) New Literacy Studies/ethnography
TEACHING ADULTS
“Start where they are”
Usually done in ag-ext but not in health, literacy-numeracy and other adult programmes
No training in how to find out
LIMITATION OF TRADITIONAL APPROACHES
Choose sample Ask questions Accept answers (triangulation) Draw conclusions
Sample taken to be typical They are our questions Cannot often answer (unconscious learning) Conclusions need to be tested: (“when not true?”)
ETHNOGRAPHICAL APPROACHES
Move from skills to practices (in agric-ext; also health etc; but rarely in literacy/numeracy)
telling case studies look through their eyes observation (espoused theories vs theories in practice) can gain general conclusions but not necessarily typical.
THE DELHI PROGRAMME
Approach from Nirantar 2000 – gap between home and school epistemologies
The participants The resource persons The funding Workshop 1 – Ethnography (practicum) Research projects Workshop 2 – revise and application
No workshop 3
Publication – Exploring the Everyday
THE ETHIOPIAN PROGRAMME
Approach from ANFEAE They raised funds The participants The resource persons Workshop 1 – Ethnography with practicum (report) Research Projects Workshop 2 – Ethnography Guidelines Research Projects and training event Workshop 3 – Building findings into learning programmes
WORKSHOP 1
WORKSHOP 2
PLANNED OUTCOMES
Publication in three parts: a) What is ethnographical approach?; why is it important?
how do we do it? b) Case studies c) Implications of findings for our teaching programmes
Group of trainers to cascade
We hope to get there!!!!
ONE CASE STUDY MICRO-CREDIT SCHEME: four women traders a) two women combined multiple occupations, not just one (banana selling; araki; cloth selling) place of religion secrecy (banana selling) no role for formal literacy/numeracy
b) one woman (cheka; sheep)
c) one woman loss of funds; sale of cow now selling pepper and salt disillusion
What are implications of this for our non-formal education programmes?
ONE CASE STUDY