Research for Change: What we can learn from research on adult literacy in African languages with Reflections on the Cape Town Commitment Joel Trudell, SIL Africa 8 th Lausanne International Researcher s Conference Nairobi 2018
Reading, writing & numeracy are taught in African languages all over the continent In adult literacy programs (non-formal education) Often associated with Bible translation programs Seen as an alternative to formal schooling
Goal of this study To identify the changes which have come about in the lives of people and their communities in Africa, as a result of learning to read and write in their own local languages.
Research Context Local organizations with adult literacy programs in 5 African countries 95 interviews of program graduates Literacy instruction had taken place 5-20 years before the interviews This was the first generation of adult literates in their own African languages
Two Research Questions 1. What changed as a result of learning to read and write your language? 2. Why is that change significant?
Burkina Faso: Gulmancema Ghana: Kusaal Cameroon: Bafut Ethiopia: Konso Kenya: Tharaka
Reflections on the Cape Town Commitment 1. Access to Bible translation 2. Theology in practice 3. Advocacy
Cape Town Commitment Access to Bible Translation Hasten the translation of the Bible into the languages of peoples who do not yet have any portion of God s Word in their mother tongue.
As Christianity was a prominent religion in all five sites, many interviewees referred specifically to their new ability to read the Bible for themselves and to understand it.
There were people then who said they didn t only want to be listening to what the pastor was saying but also wanted to read the word themselves. So that also motivated them to get involved to become literate in the mother tongue to read other material and the Bible as well. George, Ghana
I am thirsty for the Word of God and I can drink any time. Before I was waiting for other program leaders or preachers to speak so that I could listen to them; now when I finish cooking in the evening or I have time during the day I can read for myself. Kasarra Kaaso, Ethiopia
Cape Town Commitment Theology in Practice... Theological educators should place the Bible at the centre of their partnership, not just in doctrinal statements but in practice. Many doctrinal statements affirm what the Church believes. We wished to go further and to link belief with praxis.
Researching practice is messy
Church practice overlaps with other practice in other domains Practice in Church/Community Language Education
CHANGES REPORTED IN CHURCH/COMMUNITY PRACTICE
Greater comprehension of Christian teaching, leading to behavior change Many interviewees said that they had attempted to modify their lifestyle to align more closely with the teachings they found in the Bible. Two interviewees in Tharaka mentioned that they used the Bible to teach life lessons to their children.
Individual Bible reading promotes Christian maturity I can see that those that can read and write are keeping themselves from evil things. They know the Word of God so they keep themselves from quarreling and insulting each other. They are reading the Bible not just hearing it, so that the Spirit of God can tell them what things are wrong and to stop doing them. Kasarra Kaaso, Ethiopia
Changes in church reading practices More use of local language in church meetings In all five sites, the translation of the Bible in that language had been adopted by many local churches. Local Bible translation was being read in meetings in preference to the existing translations in the majority or colonial language.
One Bafut man: The style of worship in my church has changed. More songs are being sung in Bafut, accompanied by typically Bafut forms of dancing. This contrasts with the formal style of worship originally introduced by the missionaries.
More women involved in church responsibilities The women s groups in the churches no longer need to have men to keep records of their meetings Women are now capable of taking leadership as chairpersons, secretaries and treasurers of groups Women are becoming teachers of literacy in the church classes
Change in Women s Church Participation Before the literacy program started in the churches, it was only two or three men who were leading and doing everything in the church. Even the secretary for the women s committee was a man. Now they [the women] can stand by themselves; they can share responsibilities. Gezahegn, Ethiopia
Practical changes in church members lives In our community, we embraced the [literacy] program.... People take hygiene very seriously in our communities. They keep their environment clean. They are also able to note times when to sow their crops. And also they are able to mobilize themselves to have access to loans. Martin Awidana, Ghana
CHANGES REPORTED IN LANGUAGE PRACTICE
Knowing two or more languages is better than only knowing one No desire expressed to dispense with other languages in favor of the local language Adult literates value fluency in other languages, as well as their own
I use the Konso and Amharic Bibles, but I understand the Konso better. For sermon preparation I take note of the Amharic as well. Pastor Adane Ayano, Ethiopia
When we were school children we did not know how to read and write Bafut. Now we train children how to read and write in Bafut and read and write in English. And also some read French. John Shu Awambeng, Cameroon
CHANGES REPORTED IN EDUCATION PRACTICE
Many adult literacy learners had been excluded from formal school I wish I was a man. I would have gone to school. Distance from school Needed to work the farm Failure to understand the language of schooling
Adults, 40 and 50 years old, that would never have hope of learning to read now have experienced it for themselves. And they can pass it on to their children. Kaleb Karasa, Ethiopia
Literates: We are much better off than those who are unschooled When I got married to my husband, [in] the whole family, none was educated. And so because I could read and write, [for] any document that was coming to the family, they had to look for me, and I was respected in the family. My views were heard as a woman because I could read and write. Grace Abugir, Ghana
Literates: Our learning is equivalent to that of people who are schooled We said, we also want to learn! We know we also want to be like others who can read and write. And that s why I was convinced that if I learn to read and write, I will also be like the literates in our community. Augustina Abuosi, Ghana
Young Adult Literates... able to re-integrate into formal schooling In sites in Ethiopia, Ghana, and Burkina Faso, young adults (ages 12-20) enrolled in school after taking the adult literacy programs. In these countries, the local language educational opportunities focused on reintegration of out-of-school youth.
From a 22 year old Konso-language literate : I told my parents that if I were educated I would be able to look after them better in the future than if they made me marry first.
Children of Adult Literates... reversing inter-generational school failure Parents passed on literacy skills in the local language. Parents in the programs prioritized their children s formal education. Parents were able to follow the progress of their children in school.
In every site adult literacy led to more engagement in their own children s education Literacy enabled parents to understand what their children had written in their exercise books and the marks which their teachers had given them. Margaret Karegi Mathengi, Kenya
Cape Town Commitment Advocacy We give ourselves afresh to the promotion of justice, including solidarity and advocacy on behalf of the marginalized and oppressed.... Recognize the great opportunity that the Millennium Development Goals have presented for the local and global Church. We call on churches to advocate for them before governments, and to participate in efforts to achieve them....
Advocacy & Research Advocacy at its best is informed by research; it is evidence-based. Advocacy can easily become about us and our own passion. Research helps discover others perspectives. Advocacy can easily be something we do to someone else. Research can become an opportunity for us to be changed as well.
Identifying the local voice or beneficiary clarifies the role of the researcher
Pay Attention to the Stranger The Hebrew Bible in one verse commands, You shall love your neighbor as yourself, but in no fewer than 36 places commands us to love the stranger. The supreme religious challenge is to see God s image in one who is not in our image. Jonathan Sacks in Taylor (2009)
Advocacy begins by reflecting on whose voice with are specking with Researchers As researchers we have agendas of what we want to discover that is relevant to our ministries. Reflecting on our role helps to clarify our voice as researchers and what it means to show solidarity with the marginalized. Beneficiaries Beneficiaries have their own local perspectives on how they experience ministry. Respecting beneficiaries stories helps us to protect their voice and perspective.
Changes associated with adults learning to read in local languages 1. Adults experience learning equivalent to the primary school they missed 2. More women participating in church 3. Parents more invested in their children s education 4. More Bible reading in church 5. Reading for practical change: agriculture, health, microfinancing 6. More use of local worship style in church
Group Discussion Questions From the researcher perspective How would you prioritize the changes experienced by the beneficiaries of adult literacy programs? What is your group s pick of the top three changes? Why? Considering the beneficiary perspective Who are the beneficiaries of your ministry? What would you most like to learn about their perspective on your ministry?