Judith Marshall - Literacy, Power, and Democracy in Mozambique: The Governance of Learning from Colonization to the Present

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Literacy, Power, and Democracy in Mozambique

Conflict and Social Change Series

Series Editors

Scott Whiteford and William Derman

Michigan State University

Literacy, Power, and Democracy in Mozambique: The Governance of Learning from Colonization to the Present, Judith Marshall

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First published 1993 by Westview Press

Published 2018 by Routledge

52 Vanderbilt Avenue, New York, NY 10017

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright 1993 by Taylor & Francis

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice:

Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging-in-Publication Data

Marshall, Judith, 1942

Literacy, power and democracy in Mozambique : the governance of

learning from colonization to the present / by Judith Marshall.

p. cm.(Conflict and social change series)

Includes bibliographical references.

ISBN 0-8133-8140-1

1. LiteracySocial aspectsMozambiqueHistory20th century.

2. LiteracyPolitical aspectsMozambiqueHistory20th century.

3. Literacy programsMozambiqueHistory20th century.

I. Series.

LC158.M85M371993

302.22449679dc20

92-47018

CIP

ISBN 13: 978-0-367-01608-1 (hbk)

To the women and men in Mozambique whose lives, struggles and dreams I shared -- working to build peoples power and dismantle apartheid.

Contents

Guide

Tables

Figures

ABE	Adult Basic Education
AIM	Mozambique Information Agency
CEP	Popular Education Collectives
CFM	Mozambique Railway
CIM	Matola Industrial Company
DNAEA	National Directorate of Literacy and Adult Education
DNEA	National Directorate of Adult Education
DPSEM	Provincial Directorate of Statistical Services for Mozambique (colonial period)
FRELIMO	Mozambique Liberation Front
GD	Dynamizing Group
IMF	International Monetary Fund
INDE	National Institute for the Development of Education
KIEC	Kurasini International Education Centre
MONAP	Mozambique Nordic Agricultural Programme
NES	National Education System
NESAM	Nucleus of Mozambican Secondary Students
OMM	Mozambican Womens Organization
OTM	Mozambican Workers Organization
OJM	Mozambican Youth Organization
ONP	Mozambican Teachers Organization
PRE	Economic Recovery Programme
PRES	Social and Economic Recovery Programme
RENAMO	Mozambican National Resistance
SEE	External Education Service
SDA	Social Dimensions of Adjustment
UDRA	Food Branch Management Unit
UNEMO	Union of Mozambican Students
WENELA	Witwatersrand Native Labour Association

This study explores the relations between literacy and peoples power in the context of Mozambiques project of socialist construction. It analyzes the meanings and practices of literacy for women and men in a factory setting through an ethnography of Matola Industrial Company (CIM). Literacy is understood not simply as language skills, but as the complex interplay of language meanings and practices based as much on class, race and gender as on grammar and syntax. Literacy is also understood as integrally related to state formation.

Three historical chapters explore how the CIM workers brought to the classroom social constructions of schooling, of the power of literacy, and of themselves as legitimate -- or illegitimate -- users of language(s) and bearers of knowledge. These constructions were shaped under Portuguese colonialism, where schooling was signalled as the way to bridge the distance between savage and civilized but which worked to create failure instead. A radical recasting of what it meant to be illiterate emerged in the liberated areas and in the vibrant literacy movement at independence. National literacy campaigns after 1978 further broadened access to schooling but showed a growing tendency to formalization and bureaucratization. The illiterate again became an administrative category whose deficiencies needed remedying rather than the fundamental resources for socialist construction.

reflects on these experiences of literacy as indicative of fundamental problems in the broader process of socialist reconstruction, and points to contemporary signs of a renewed pedagogy of empowerment.

Judith Marshall

This study of the relations between literacy, peoples power and state formation in Mozambique emerges from an association with the Frelimo 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 would be hard to overstate. The apartheid regime has orchestrated a slow destruction extending to every rural district, every point of economic infrastructure, and every basic service. The shallow roots of the socialist culture in the making have not stood up well to the onslaught.

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