'Social-Contextual' Approaches to Family Literacy Programmes: Policy and Practice Lessons from Nigeria, Mexico and Nepal
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| Title: | 'Social-Contextual' Approaches to Family Literacy Programmes: Policy and Practice Lessons from Nigeria, Mexico and Nepal |
|---|---|
| Language: | English |
| Authors: | Chris Millora |
| Source: | Compare: A Journal of Comparative and International Education. 2026 56(1):16-33. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Family Literacy, Family Programs, Family Relationship, Cultural Influences, Program Descriptions, Program Effectiveness, Community Influence, Nonformal Education, Informal Education, Indigenous Knowledge, Family Involvement |
| Geographic Terms: | Mexico, Nepal, Nigeria |
| DOI: | 10.1080/03057925.2023.2254231 |
| ISSN: | 0305-7925 1469-3623 |
| Abstract: | Family literacy programmes have been framed as effective strategies to improve the learning and literacy of children and adults, particularly among disadvantaged families. However, a number of these programmes have been critiqued as being framed within a deficit discourse, placing the 'problem of illiteracy' within 'non-mainstream' families. Drawing from a comparative analysis of family literacy programmes from Nigeria, Mexico and Nepal, this paper aims to increase understanding of the dynamics of an alternative, social-contextual approach to family literacy. It identifies the importance of starting with families' skills, knowledge and everyday realities to shape family literacy programming (instead of the other way round); shifting the aim from community participation to community ownership; and offering programmes that are flexible to accommodate other demands of family life. These could be useful first steps for policymakers and practitioners who are committed to developing a more situated approach to designing and implementing family literacy programmes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500886 |
| Database: | ERIC |
| Abstract: | Family literacy programmes have been framed as effective strategies to improve the learning and literacy of children and adults, particularly among disadvantaged families. However, a number of these programmes have been critiqued as being framed within a deficit discourse, placing the 'problem of illiteracy' within 'non-mainstream' families. Drawing from a comparative analysis of family literacy programmes from Nigeria, Mexico and Nepal, this paper aims to increase understanding of the dynamics of an alternative, social-contextual approach to family literacy. It identifies the importance of starting with families' skills, knowledge and everyday realities to shape family literacy programming (instead of the other way round); shifting the aim from community participation to community ownership; and offering programmes that are flexible to accommodate other demands of family life. These could be useful first steps for policymakers and practitioners who are committed to developing a more situated approach to designing and implementing family literacy programmes. |
|---|---|
| ISSN: | 0305-7925 1469-3623 |
| DOI: | 10.1080/03057925.2023.2254231 |
