Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba

Abstract

This study aims to determine the functionality of two adult literacy programmes (ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The prevailing popular conviction is that acquisition of literacy by individuals leads to positive and unproblematic social outcomes – the autonomous view of literacy (Street, 1984). This study forms a critique of this view, arguing, based on empirical evidence, that literacy is ideologically and culturally embedded in social practices and as such varies according to the social context. This is the ideological view of literacy (Street, 1984). This research employs an interdisciplinary approach constructed from the key notions of New Literacy Studies, Multiliteracies and Critical Literacy. The empirical research uses a qualitative research methodology based on a critical literacy ethnography informed by data gathered through interviews (with facilitators, learners, technicians and local leaders), classroom observations and document analysis. The empirical research seeks to determine the concept of literacy underpinning the literacy programmes in Boane and Pemba, addresses the profile of the programme facilitators and learners, examines the extent to which the literacy programmes respond to learners’ needs, motivations, expectations and access to technology, and explores the extent to which the literacy programmes address issues of development and citizenship.