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Landscapes of Literacy: an Ethnographic Study of Functional Literacy in Marginal Philippine Communities

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Landscapes of Literacy: an Ethnographic Study of Functional Literacy in Marginal Philippine Communities DOCUMENT RESUME ED 434 986 CE 077 211 AUTHOR Canieso-Doronila, Maria Luisa TITLE Landscapes of Literacy: An Ethnographic Study of Functional Literacy in Marginal Philippine Communities. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. ISBN ISBN-1-898942-16-1 PUB DATE 1996-00-00 NOTE 220p. PUB TYPE Books (010) Reports Research (143) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Basic Skills; Community Education; Cultural Differences; Economic Development; Economic Status; Educational Environment; Ethnic Groups; Ethnography; Foreign Countries; *Functional Literacy; *Literacy Education; Minority Groups; Numeracy; Outcomes of Education; Popular Education; Poverty; Rural Areas; *School Community Relationship; *Social Development; *Sociocultural Patterns; Urban Areas IDENTIFIERS *Philippines; Place Based Education; Sense of Community ABSTRACT Thirteen marginal Philippine communities were examined in an ethnographic study of the meaning of functional literacy and whether literacy invariably promotes development. The 13 sites were purposely selected to provide a broad sampling from three standpoints:(1) major-livelihood and form of economic activity (farming, fishing, urban poor, disaster areas); (2) ethnolinguistic grouping (Luzon, Visayas, Mindanao); and (3) lifestyle or rhythm of life in the community (traditional, transitional, Moslem Filipino minority, lowland Christian majority, urban poor, developmental). The sample functional literacy rate in the study's communities ranged from 34.4% to 79.8%. Special attention was paid to the following topics: community life as a context of literacy practice; community knowledge and the passage to a literate tradition; different practices, meanings, and definitions of functional literacy in different contents; constraints in the relationship between literacy and development; and possibilities for literacy in conceptualizing a school of the people. The study demonstrated that the concepts of literacy and numeracy cannot be separated from their social and cultural settings and that standard measures of literacy used in industrialized countries are often inappropriate in other nations. (Eleven tables/figures are included. The report contains 41 references. Appended is information about the quantitative method and data analysis.)(MN) Reproductions supplied by EDRS are the best that can be made from the original document. do ng 1:4 dgat9OW U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it 4I 0 Minor changes have been made to OG (IC improve reproduction quality STUDY F PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY FUNCTIONAL 1OTE kictf R6 AL TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) PHRIPIINE OM MUWTt1E S MACIA LUgSA CANES@ WIRONLA, r LANDSCAPES OF LITERACY An Ethnographic Study of Functional Literacy in Marginal Philippine Communities MARIA LUISA CANIESO-DORONILA UNESCO Institute For Education LUZAC ORIENTAL Co-published by UNESCO Institute for Education Hamburg, Germany and LUZAC ORIENTAL 46 Great Russell Street, London WC1 1996 © Maria Luisa Canieso-Doronila 1996 ISBN I 898942 42161 All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without prior permission of the Publishers. British Library Cataloguing in Publications Data Canieso-Doronila, Maria Luisa Landscapes of Literacy: An Ethnographic Study of Functional Literacy in Marginal Philippine Communities. Library of Congress data available Printed and bound in Great Britain by Bookcraft (Bath) Limited, Midsomer Norton, Avon The UNESCO Institute for Education, Hamburg, is a legally independent entity. While the programmes for the Institute are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility; UNESCO is not responsible for their contents. The points of view, selection of facts, and opinions expressed are those of the authors and do not necessarily coincide with official positions of the UNESCO Institute for Education, Hamburg. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the UNESCO Secretariat concerning the legal status of any country or territory, or its authorities, or concerning the delimitation of the frontiers of any country or territory. UNESCO Institute for Education Feldbrunnenstrasse 58 20148 Hamburg, Germany For Cirilo E. Doronila, Philip, Vincent, Greg and Rina For the late Leonardo dela Cruz, UNESCO and Philippine civil servant For all those who are willing to be transformed by the voices of "non-literates" Contents Illustrations xi Author's Note Foreword xv Acknowledgements xvii I. Introduction I Problems in the Use of a Single Literacy Measure Marginal Community Types in the Philippines 5 Objectives of the Research Program 9 Theoretical and Methodological Framework II Contexts of Literacy 14 Constraints in the Relation of Literacy and 17 Development Theoretical Approaches 20 Methodology 22 Community Life as Context of Literacy 37 Practice in the Philippines A Traditional Community 37 Four Transitional Philippines Communities 40 A Moslem Filipino Community 51 Four Marginal Communities of the 53 Christian Majority Urban Poor Communities 64 Two Organized Developmental Communities 67 Summary 73 Community Knowledge and the Passage 78 to a Literate Tradition A Brief Historical Sketch on the Relation of 78 Property, Literacy, Language and Knowledge x Landscapes of Literacy Community Knowledge Across Community 82 Types Synthesis io 6 v. The Practice, Meanings and Definitions 115 of Functional Literacy in Various Contexts Technology, Livelihood-Economic Activities 116 and Literate Practice The Social Meanings of Literacy Practice 13o Relation Between Literate and Oral Practice 138 Synthesis of the Social Meanings of 143 Literacy and Oral Practice Literacy Practice and People's Participation 145 in Political-Civic Activities A General Synthesis of the Contexts 148 of Literacy Practice vi. Constraints in The Relation Between 157 Literacy and Development Retention, Loss and Acquisition of Literacy 159 Sustainability of Non-Formal Adult Literacy 164 Programs Transformation of Literacy into Literacy 17o Practice Literacy Practice and the Creation of Social 175 Space for Development. vii. The Possibilities for Literacy in 184 Conceptualizing a School of the People Postscript 193 Bibliography 195 Appendix: Quantitative Data and Analysis 199 8 Illustrations Tables i. Classification of Research Sites by Major 25 Economic Activity 2.Classification of Research Sites by Geographic 26 and Ethnolinguistic Distribution 3.Classification of Research Sites by "Lifestyle" 27 or Cultural Life 4.Continuum of Research Sites (Provinces) According 27 to FLEMMS Functional Literacy Rate 5.Relative Capacity of Respondents to Verbalize III their Traditional and Literate Knowledge Figures i. Map of Research Sites 36 2.The Philippine Alibata (Alphabet) 8o 3.Graphic Representation of the Ratings from 112 Table 5 4.Standard Communication Model 145 5.Correlations of UAI with Work Relations 205 and Barriers to Success 6.Correlations of UAI with Work Relations 205 and Job Motivators Author's Note THIS BOOK ASSEMBLES AND INTERPRETS a diverse range of the data and reports from 13 marginal communities in the Philippines, prepared by my colleagues in the research team who worked as team leaders in the sites. I wish to name them as the co-authors of this volume. Team Leaders Research Sites (Provinces) Jasmin Espiritu Acuria National Capital Region (also the statistician for this project) Julian Abuso Pampanga Wilfredo Alangui Ifugao Nestor Balmores Zambales Florangel Rosario-Braid Quezon and Rizal Emma Santos-Castillo Oriental Mindoro Benjamin A. Han Tawi-Tawi Eleanor Eme E. Hermosa Sorsogon Nagasura T Madale Lanao del Sur Alicia P. Magos Iloilo and Negros Occidental Catalino T Rivera Bulacan Ramon R. Tuazon Quezon and Rizal Foreword THE PRESENT BOOK, WHICH OBTAINED the 1994 International Literacy Research Award of UNESCO, is a unique contribution to our understanding of the dynamic and of the contradictory relations between literacy and development. This study of the social meanings of literacy in different Philippine communities provides a renewed approach to literacy research and challenges the traditional mapping of literacy competencies. Ms Doronila's work sets out to assess the impact of literacy education but, in doing so, avoids the pitfalls of the classic linear evaluation of narrowly defined objectives. It offers a critical scrutiny of the meanings of present literacy programmes for people at the grassroots. This study gives evidence of the reproduction of inequal- ities at work in such programmes, but rejects, both theoretically and in practice, any necessity in such a trend. It recognizes the adult communities as actors or agencies able to renegotiate the educational demands, to resist, to choose, to transform. The author and her team never stop looking for possibilities in the observed contradictions. This multidimensional research is intensely sensitive to the cul- tural dimensions of literacy
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