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Abstract:
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This project studies the literacy behavior of newly literate Moroccan women. It is situated within the field of incipient literacy and is affiliated with the New Literacy Studies (Scribner and Cole, 1981; Heath, 1983; Street, 1984; 1993; Barton and Hamilton, 1998). Theoretically, it subscribes to the social practice theory of literacy and methodologically it draws on ethnographic tools. This project is a development of the doctoral dissertation I defended in 2003 on "Uses and Functions of Literacy in Morocco in the 1960's through 1990's" and a translation of my interest in education, literacy and teaching. Despite the increasing importance given to literacy, adult education and literacy programs evaluation both in research and policy making in Morocco, no study, to the best of my knowledge, has explored the impact of the newly acquired literacy on the day-to-day lives of female participants in literacy programs. The ultimate goal of this project is to contribute to Basic Adult Education research in Morocco and abroad, inform policy making in matters of adult literacy programs design, implementation and evaluation and more generally contribute to women's studies.
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