Literacy, State Formation and People's Power. Education in a Mozambican Factory. Adult and Nonformal Education Thesis Series
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DOCUMENT RESUME ED 388 755 CE 069 793 AUTHOR Marshall, Judith TITLE Literacy, State Formation and People's Power. Education in a Mozambican Factory. Adult and Nonformal Education Thesis Series. INSTITUTION University of the Western Cape, Bellville (South Africa). Centre for Adult and Continuing Education. REPORT NO ISBN-1-86808-033-1 PUB DATE 90 NOTE 353p. AVAILABLE FROMCACE Publications, Centre for Adult and Continuing Education, University of the Western Cape, Private Bag X17, Bellville 7530, South Africa. PUB TYPE Dissertations/Theses Practicum Papers (043) Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Colonialism; Economic Development; Educational Needs; Educational Objectives; Educational Practices; Educational Trends; Ethnography; Foreign Countries; *Government School Relationship; *Literacy Education; Nonformal Education; *Political Power; *Political Socialization; Qualitative Research; Questionnaires; Role of Education; School Community Relationship; Social Change; Socialism IDENTIFIERS *Mozambique; *Workplace Literacy ABSTRACT The relationship between literacy and "people's power" within the context of Mozambique's project of socialist reconstruction was explored through an ethnographic analysis of literacy education practices at the Matola Industrial Company, which is considered one of many embodiments of Mozambique's colonial past. First, the role of the colonial schooling system as an instrument to create failure rather than success in schooling and thus regulate flows of cheap labor was examined along with the relationship between literacy, the popular state, and people's power and the spontaneous movement of self-education in Mozambique. Next, qualitative methods were used to examine the following: the fundamental tensions between time for schooling and time for production in the workplace-based literacy program at the Matola Industrial Company; the role of literacy centers as "spaces" for social communication; the interlocking hierarchies organized through class, race/ethnicity, and gender that affect literacy, students' and teachers' lives; and experiences of literacy as indicators of fundamental problems in the broader process of socialist construction and the movement for renewal within state-sponsored literacy programs. (Contains 18 tables/figures and 181 references. Appended are the survey instrument and two discussion documents examining problematic areas in ABE in the Matola Industrial Company.)(MN) I * II I tf) V') 00 00 re) 1-1.1 LITERACY, ST TE FOR_ATION and PEOPLE'S POWER Judith Marshall U S DEPARTMENT OF EDUCATION Olfica ca Edacaliond. FieSnandi and arplevemont "PERMISSION TO REPRODUCE THIS ED CATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERICI This document has been reproduced as received from the person or organitation 11originating it 0 Minor cnanges have been made to C/V rr; improve reproduction quality Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily I epresent official OFR! positron or policy INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE 2 To the women and men in Mozambique whose lives, struggles and dreams I shared working to build people's power and dismantle apartheid. 3 i ADULT AND NONFORMAL EDUCATION THESIS SERIES LITERACY, STATE FORMATION AND PEOPLE'S POWER Education in a Mozambican factory JUDITH MARSHALL Centre for Adult and Continuing Education (CACE) University of the Western Cape 1 OTHER TITLES IN THE SERIES Shirley Walters Education for democratic participation: An analysis of self-education strategies within certain community organisations in Cape Town in the 1980s Published 1990 by the Centre for Adult and Continuing Education (CACE) University of the Western Cape, Bellville e 1990 Judith Maureen Marshall ISI3N 1 86808 033 1 Printed by UWC Printing Department University of the Western Cape, 13ellville 5 TABLE OF CONTENTS List of illustrations 6 List of tables 6 Foreword to the series 7 Acknowledgements 8 Chapter 1Introduction 11 Chapter 2 The colonial state as educator 28 Chapter 3 Schoolingpath from indigenous to assimilated? 54 Chapter 4 Literacy, popular state and people's power 82 Chapter 5 Approaching research in a factory literacy center 120 Chapter 6 Time for schooling at Cl/vI 170 Chapter 7 Classroomsspaces for regulated communication(s)204 Chapter 8 Differentiation in the CIM village 239 Chapter 9 New beginnings 276 Notes 303 Appendices 317 Sources Consulted 342 6 List of illustrations 1 Contemporary woodcut of colonial exploitation 52 2 Primary school diploma, Lourenco Marques, 1966 77 3 Organizational chart, Ministry of Education and Culture, 1976 105 4Literacy as 'transmission' or 'discovery' 135 5 Farewell to the Researcher at CIM 158 6Making a photostoryLopes"modem lesson' 200 7 First and second year literacy exams 202 8 Teaching Picture Lesson 1 213 9 'Mobilisation is done in a mechanical way...' 285 List of tables 1 Primary school enrollment: 1934-1974 67 2 Mission expansion 73 3 Primary school enrollment and pass rates: 1940-1960 74 4 Selected comparative literacy statistics 107 5 Literacy campaign results: 1979-1982 108 6 Post-literacy campaign results: 1980-1982 109 7 National Education System 114 8 UM adult education results: 1976/1977 128 9CIM literacy results 1982-1986 130 7 FOREWORD TO THE SERIES In its mission statement UWC Objectives, accepted by the Senate and Council in 1982, the University of the Western Cape defined its socio-political location and committed itself to a range of educational activities congruent with that location. The University recognises the structured nature of social, political and economic advantage and disadvantage in South African society, rejects the politico-ideological grounds on which it was established as an institution to serve those structures of inequality, and locates itself as an educational agency serving the forces of social change and transformation. One of the activities to wchich the institution committed itself in its mission statement is that of continuing education. The Centre for Adult and Continuing Education (CACE) therefore represents a central educational concern of thc University of the Western Cape. Established in April 1985, the Centre has contributed to a broadening of our understanding of the role of a university in society: the Centre does not function merely as an adjunct to the 'core activities' of the University, but has influenced the central educational debate in the institution. Th6 University attempts to take seriously its relationship with the 'community' and the manner in which that relationship influences teaching, learning and research in the University. Our understanding of concepts like 'democracy' and 'accountability', which are such key ones in the on-going institutional debate, must be informed by thc institution's understanding of the relationship with the 'community'. And CACE has been a primary agency for bringing that debate into focus. CACE's Adult and Nonformal Education Thesis Series is a further significant contribution in this regard. While the University cxplores new modes of educational activity, it is the content and quality of theory it generates that will be decisive in ultimately evaluating our contribution. This publication series sets out to contribute to the theoretical debate over nonform al education. J Gerwel Rector and Vice-Chancellor University of the Western Cape 8' 8 ACKNOWLEDGMENTS This work was originally presented as a Ph.D thesis to the University of Toronto, in 1988. This study of the relations between literacy, people's power and state formation in Mozambique emerges from an association with the Fre limo Party and the struggle of the Mozambican people over the past two decades. The contrast between the hope and promise of Mozambique during my first visit as Oxfam-Canada representative just after independence in 1976 and the devastation today, as the apartheid regime Orchestrates a slow destruction extending to every rural district, every point of economic infrastructure, every basic service, is hard to capture in words. I would be the last to argue that the external factors are the definitive ones. Nonetheless, at many points during the study, as I focussed on the way internal social relations created or denied a space for people's power, I felt the need for a more adequate device to signal constantly the impact of this all-pervasive war. Certainly during the 1978-84 period when I lived in Mozambique and during the research carried out in 1985 and 1986 for this study, I was intensely aware of how much the systematic destructive power of the apartheid regime on Mozambique's doorstep defined the parameters of the possible in constructing socialism. Not surprising that Graca Machel, the Minister of Education, could say during the 10th Anniversary celebrations in 1985 that the main thing to celebrate was Mozambique's survivalas a republic, and as a people's republic. I am indebted to a great many people for making this study possible. The Mozambican friends and colleagues who contributed to the study are far too many to name individually, but will recognize themes of our endless discussions woven throughout the chapters. Many of these discussions about what literacy was and could be came together in the Manga project. The revitalization of literacy emerging from that project, and its very critical assessment of how literacy had come to be done, gave me encouragement not to in any way soften the negative