Becoming a Knowing Person: How Women in a Dominican Batey Understand Literacy
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| Title: | Becoming a Knowing Person: How Women in a Dominican Batey Understand Literacy |
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| Language: | English |
| Authors: | Alexandra Harakas-Sainvilus |
| Source: | Current Issues in Comparative Education. 2026 28(1):50-70. |
| Availability: | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Foreign Countries, Community Characteristics, Females, Haitians, Adults, Rural Areas, Literacy, Adult Literacy, Adult Programs, Adult Education, Creoles, Spanish, Community Programs, Attitudes |
| Geographic Terms: | Dominican Republic |
| ISSN: | 1523-1615 |
| Abstract: | This qualitative study explores how Haitian-heritage adult women in a rural batey in the Dominican Republic understand and experience literacy. Drawing on one-on-one and group interviews with eight women enrolled in an adult literacy program, the research centers the voices of learners often marginalized in wider society. Through an inductive thematic analysis, the study reveals that participants view literacy not only as the ability to read and write, but as a form of empowerment closely tied to multilingualism, personal agency, and social participation. This study contributes to broader conversations about literacy as a social practice and the transformative potential of adult literacy education in contexts shaped by historical, structural, and protracted inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497209 |
| Database: | ERIC |
| Abstract: | This qualitative study explores how Haitian-heritage adult women in a rural batey in the Dominican Republic understand and experience literacy. Drawing on one-on-one and group interviews with eight women enrolled in an adult literacy program, the research centers the voices of learners often marginalized in wider society. Through an inductive thematic analysis, the study reveals that participants view literacy not only as the ability to read and write, but as a form of empowerment closely tied to multilingualism, personal agency, and social participation. This study contributes to broader conversations about literacy as a social practice and the transformative potential of adult literacy education in contexts shaped by historical, structural, and protracted inequities. |
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| ISSN: | 1523-1615 |
